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I 


Modern 
School  Houses 


Being  a  Series  of  Authoritative  Articles 

on  Planning,  Sanitation,  Heating 

and  Ventilation 


By 

A.  D.  F.  HAMLIN,  Professor  of  Architecture,  Columbia 
University;  C.  B.  J.  SNYDER,  Architect  to  the  Board 
of  Education,  New  York;  WILLIAM  B.  ITTNER,  Archi- 
tect to  the  Board  of  Education,  St.  Louis,  Mo. ;  FRANK 
IRVING  COOPER,  Architect;  WILLIAM  H.  BRAINERD, 
Architect;  CHARLES  MORRIS,  Architect;  FRANK  G 
McCANN,  Chief  of  Heating  and  Ventilating  Division. 
Board  of  Education,  New  York;  CHARLES  F.  EVELETH. 
Heating  and  Ventilating  Engineer,  School  House 
Department,  City  of  Boston;  LEO  H.  PLEINS, 
Sanitary  Engineer,  and  others 


To  which  is  added  more  than  145  pages  of  illustrations  of  recently 
constructed  School  Houses,  from  the  four-room  buildings  to 
the  Normal  and  Technical  Schools,  together  with 
plans,  working  drawings  and  descriptions, 
many  of  which  have  not  hereto- 
fore been  published 


THE  SWETLAND  PUBLISHING  Co. 

No.  239  West  Thirty-ninth  Street 

NEW   YORK  0 


COPYRIGHT,   1910  BY 
THE   SWETLAND   PUBLISHING  COMPANY. 


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A1H3 


I 


MODERN  SCHOOL  HOUSES 


INDEX  TO  TEXT  ARTICLES 


Page 

Architectural  Terra  Cotta  in  School  House  Construction...  60 

Boston   Public  School   Buildings 40 

Design,  Consideration  in  Schoolhouse.     By  A.  D.  F.  Hamlin.     3 
Fireproofing,    Two    Examples    of    Economical,    in    School- 
houses.    By  William  H.  Brainerd 12 

Heating  and  Ventilating  of  Inexpensive  Schoolhouses — The 

Metuchcn  School,  New  Jersey.     By  Charles  Morris 20 

Heating  and  Ventilating  of  Schoolhouses  in  Exposed  Locali- 
ties.    By  Charles  F.  Eveleth 23 

Heating  and  Ventilation  of  Schools  in  Congested  City  Dis- 
tricts, The.     By  Frank  G.  McCann 16 


Page 

Inter-communicating  Telephones  in  the  Modern  School  House.  58 
Metuchen  School,  New  Jersey,  The.  By  Charles  Morris...  20 

New  York,  Chicago  and  St.  Louis,  Typical  Schools  in 42 

New  York,  Public  School  Buildings  in  the  City  of.  By 

C.  B.  J.  Snyder 45 

Planning  of  Schoolhouses,  The.  By  Frank  Irving  Cooper..  I 

Playground,  The 22 

Sanitation  of  the  Modern  School  Building.  By  Leo  H. 

Pleins  31 

St.  Louis  Public  School  Buildings.  By  William  B.  Ittner...  36 
Ventilation,  How  Wind  Affects 35 


INDEX  TO  TEXT  ACCORDING  TO  AUTHORS 


Page 

Brainerd,  William  H. — Two  Examples  of  Economical  Fire- 
proofing  in  Schoolhouses 12 

Cooper,  Frank  Irving — The  Planning  of  Schoolhouses i 

Eveleth,  Charles  F. — The  Heating  and  Ventilating  of  School- 
houses  in  Exposed  Localities 23 

Hamlin,  A.  D.  F. — Consideration  in  Schoolhouse  Design....     3 
Ittner,  William  B. — St.  Louis  Public  School  Buildings 36 


Page 

McCann,  Frank  G. — The  Heating  and  Ventilation  of  Schools 
in  Congested  City  Districts 16 

Morris,  Charles — The  Heating  and  Ventilating  of  Inexpen- 
sive Schoolhouses — The  Metuchen  School 20 

Pleins,  Leo  H. — Sanitation  of  the  Modern  School  Building..  31 

Snyder,  C.  B.  J.— Public  School  Buildings  in  the  City  of 
New  York 45 


GENERAL  INDEX  OF  SCHOOLHOUSES 

Pages  refer  to  text  illustrations;  plates,  to  plate  illustrations. 


Ames  School,  South  Easton,  Mass Pages  4-5 

Bishop  Cheverus  School,  East  Boston,  Mass Pages  12-13 

Bliss  School,  Attleboro,  Mass Plate  26 

Blow  School,  St.  Louis,  Mo Plate  60 

Charlestown  High  School,  Charlestown,  Mass Plates  44-45 

Cheltenham  High  School,  Elkins  Park,  Pa Plates  105-109 

Christopher  Gibson  School,  Dorchester,  Mass Plate  42-43 

Clay  School,  St.  Louis,  Mo Plates  56-57 

Colt  Memorial  High  School,  Bristol,  R.  I Page  6 

Commercial  High  School,  Brooklyn,  N.  Y, 

Page  55  and  Plates  98-99 

Cote  Brilliante  School,  St.  Louis,  Mo Plate  59 

Curtis  High  School,  New  York,  N.  Y Plates  87-88 

Daniels  School,  Maiden,  Mass Pages  14-15 

David  Ranken,  Jr.,  School  of  Mechanical  Trades, 

St.   Louis,  Mo Plates  12-14 

DeWitt  Clinton  High  School,  New  York,  N.  Y Plate  104 

DeWitt  Clinton  High  School,  New  York,  N.  Y.,  Plans.  Page  50 
Dolly  Whitney  Adams  Memorial  School,  Ashburnham,  Mass. 

Pages  1-2 

East  End  School,  Cleveland,  Ohio Plate  74 

Eatontown  School,  Eatontown,  N.  J Plate  141 

Edward  Everett  School,  Boston,  Mass.,  Floor  Plans. Pages 28-29 

Edward  Hempstead  School,  St.  Louis,  Mo Plate  68 

Edward  Wyman  School,  St.  Louis,  Mo Page  38 

Eighth  Ward  School,  Atlanta,  Ga Plates  30-31 


Elbridge  Gerry  School,  Marblehead,  Mass Plates  15-16 

Ely  School  for  Girls,  Greenwich,  Conn Plates  22-23 

Fifth  Ward  School,  Atlanta,  Ga Plates  78-80 

Fourth  Ward  School,  Atlanta,  Ga Plates  32-33 

Franz  Sigel  School,  St.  Louis,  Mo Plate  59 

Graded  School,  Manning,  S.  C Plates  83-86 

Graded  School,  San  Juan,  Porto  Rico Plates  72-73 

Grammar  and  Primary  School,  Wayne,  Pa Plates  115-116 

Harbor  School,  New  London,  Conn Plate  24 

Haverhill  High  School,  Haverhill,  Mass Plates  127-130 

High  School,  Battle  Creek,  Mich Plates  119-120 

High  School,  Orange,  N.  J Page  31 

High  School,  Simsbury,  Conn Plates  7-9 

Horace  Mann  Grammar  School,  Amesbury,  Mass Plate  142 

La  f ayette  School^  St.  Louis,  Mo Plates  57  and  66-67 

Liberty  School,  Englcwood,  N.  J Plates  20-21 

McKinley  High  School,  St.  Louis,  Mo Plate  55 

Maiden  High  School,  Maiden,  Mass Page  7 

Manual  Training  and  Industrial  School,  New  London,  Conn. 

Plates  17-19 

Mather     School,  Dorchester,  Mass Plates  42  and  46-49 

Model  School  Building,  New  Britain,  Conn Plate  28 

Model  School   Building,  Willimantic,  Conn Plates  34-36 

Morris  High  School,  New  York,  N.  Y Plates  89-90 

Munroe  Street  School,  New  Britain,  Conn Plate  29 

Nathan  Hale  School,  Boston,  Mass.,  Floor  Plans. .  .Pages  26-27 


III 


MODERN  SCHOOL  HOUSES 


New  High  School  at  Berwyn,  Pa Plates  112-114 

New  Jersey  State  Normal  School,  Montclair  Heights,  N.  J. 

Plates  69-70 

Nichols  School,  Buffalo,  X.   Y Plates    147-14^ 

Normal  and  Latin  School  Group,  Boston,  Mass., 

Page  42  and  Plates  50-54 

Patrick  Henry  School,  St.  Louis,  Mo Plates  63-65 

Penn's  Valley  School,  Trevose,  Pa Plates  105  and  no-ill 

Pittsburgh  High  School,  Pittsburgh,  Pa Plates  143-146 

Point  Pleasant  School,  Point  Pleasant,  N.  J Plates  139-140 

Public  School,  Metuchen,  N.  J Plates  10-1 1 

Public  School  No.  3,  New  York,  N.  Y Plate  101 

Public  School  No.  3,  New  York,  N.  Y.,  Floor  Plans Page  49 

Public  School  No.  31,  New  York,  N.  Y Plate  103 

Public  School  No.  34,  New  York,  N.  Y.,  Floor  Plan ....  Page  56 

Public  School  No.  34,  Richmond,  N.  Y Page  56  and  Plate  97 

Public  School  No.  37,  Bronx,  N.  Y Plates  94-95 

Public  School  No.  38,  New  York,  N.  Y Plate  104 

Public  School  No.  66,  New  York,  N.  Y.,  Plans Pages  51-53 

Public  School,  No.  100,  New  York,  N.  Y.,  Floor  Plans. 

Pages  17-19 

Public  School  No.  106.  New  York,  N.  Y Page  50 

Public  School  No.  137,  Brooklyn,  N.  Y Plate  too 

Public  School  No.  147,  Brooklyn,  N.  Y Plate  94  and  100 


Public  School  Xo.  153  Bronx,  N.  Y Plate  96 

Public  School  No.  165,  New  York,  N.  Y Plate  93  and  102 

Public  School  No.  175,  New  York,  N.  Y Plate  102 

Salem  High  School,  Salem,  Mass Plates  133-134 

School  at  Briar  Cliff  Manor,  N.  Y Page  33 

School  at  Milton,  Mass Plates  131-132 

School  at  Pomfret,  Conn Page  32 

School  at  Westmount,  Quebec,  Canada Plates  75 -77 

School  Building,  Hinckley,  Me Plate  71 

Schoolhouse  at  Leonia,  N.  J Plate  25 

Second  Ward  School,  Atlanta,  Ga Plates  81-82 

Shepard  School,  St.  Louis,  Mo Plate  60 

Shurtleff  School,  Chelsea,  Mass Plates  125-126 

Teachers'  College,  St.  Louis,  Mo Plate  58 

Tuckerman  Primary  School,  South  Boston,  Mass.  .Plates 37-38 

Technical  High  School,  Hartford,  Conn Plates  1-6 

Wadleigh  High  School,  New  York,  N.  Y Plates9i-92 

White  Plains  High  School,  White  Plains,  N.  Y.  .Plates  135-138 

William  Clark  School,  St.  Louis,  Mo Plates  61-62 

Williams  School,  Chelsea,  Mass Plates  122-124 

Winslow  School,  Beverly,  Mass Plate  27 

Woodbridge  School,  Newbury,  Mass Pages  2-3 

Woodside  School,  Newark,  Ohio Plates  117-118 


INDEX  BY  LOCATION 


Amesbury,  Mass.,  Horace  Mann  Grammar  School. ..  .Plate  142 
Ashburnham,  Mass.,  Dolly  Whitney  Adams  Memorial  School, 

Pages  1-2 

Atlanta,  Ga.,  Eighth  Ward  School Plates  30-31 

Fifth  Ward  School Plates78-8o 

Fourth  Ward   School Plates  32-33 

Second  Ward  School Plates8i-82 

Attleboro,  Mass.,  Bliss  School Plate  26 

Battle  Creek,  Mich.,  High  School Plates  119-120 

Berwyn,  Pa.,  New  High  School  at Plates  112-114 

Beverly,  Mass.,  Winslow  School Plate  27 

Boston,  Mass.,  Edward  Everett  School Pages  28-29 

Normal  and  Latin  School  Group, 

Page  42  and  Plates  50-54 

Plans  Xathan  Hale  School Pages  26-27 

Briar  Cliff  Manor,  X.  Y.,  School  at Page  33 

Bristol,  R.  I.,  Colt  Memorial  High  School Page  6 

Brooklyn,  N.  Y.,  Commercial  High  School Page  55 

Buffalo,  X.  Y  .  Nichols  School Plates  147-148 

Charlestown,  Mass.,  Charlestown  High  School Plates  44-45 

Chelsea,  Mass.,  Shurtleff  School Plates  125-126 

Williams  School Plates  122-124 

Cleveland,  Ohio,  East  End  School Plate  74 

Dorchester,  Mass.,  Christopher  Gibson  School Plates  42-43 

John  Greenleaf  Whittier  School Plates  39-41 

Mather  School Plates  42  and  46-49 

East  Boston,  Mass.,  Bishop  Cheverus  School Pages  12-13 

Eatontown,  X.  J.,  Eatontown  School Plate  141 

Elkins  Park,  Pa.,  Cheltenham  High  School Plates  105-109 

Englewood,  N.  J.,  Liberty  School Plates  20-21 

Greenwich,  Conn.,  Ely  School  for  Girls Plates  22-23 

Hartford,  Conn.,  Technical  High  School Plates  1-6 

Haverhill,  Mass.,  Haverhill  High  School Plates  127-130 

Hinckley,  Me.,  School  Building Plate  71 

Leonia,  N.  J.,  School  at Plate  25 

Maiden,  Mass.,  Daniels  School Pages  14-15 

Maiden   High   School Page  7 

Manning,  S.  C,  Graded  School Plates  83-86 

Marblehead,  Mass.,  Elbridge  Gerry  School Plates  15-16 

Metuchen,  X.  J.,  Public  School Plates  ib-n 

Milton,  Mass.,  School  at Plates  131-132 

Montclair  Heights,  X.  J..  New  Jersey  State  Normal  School, 

Plates  69-70 

Newark,  Ohio,  Woodside  School Plates  117-118 

Xew     Britain,    Conn.,    Model    School    Building    at    State 

Normal  School   Plate  28 

Munroc  Street  School Plate  29 

Xewbury,  Mass.,  Woodbridge  School. . Pages  2-3 

New  London,  Conn.,  Harbor  School Plate  24 

Manual  Training  and  Industrial  School Plates  17-19 


Xew  York,  N.  Y.,  Commercial  High  School,  Brooklyn, 

Plate  598-99 

Curtis  High  School Plates  87-88 

DeWitt  Clinton  High   School Page  50  and  Plate  104 

Morris  High  School Plates  89-90 

Wadleigh  High  School Plates  91-92 

Public  School  Xo.  3 Page  49  and  Plate  101 

Public  School  No.  31 Plate  103 

Public  School  No.  34,  Richmond ....  Page  56  and  Plate  97 

Public  No.  37,  Bronx Plates  94-95 

Public  School  No.  38,  New  York Plate  104 

Public  School  No.  66 Pages  51-53 

Plans,  Public  School  No.  100 Pages  17-19 

Public  School  No.  106 Page  50 

Public  School  No.  137,  Brooklyn Plate  too 

Public  School  No.  147,  Brooklyn Plates  94  and  too 

Public  School  No.  153,  Bronx Plate  96 

Public  School  No.  165 Plates  93  and  103 

Public  School  No.  175 Plate  102 

Orange,  N.  J.,  High  School Page  31 

Pittsburgh,  Pa.,  Pittsburgh  High  School Plates  143-146 

Point  Pleasant,  N.  J.,  Point  Pleasant  School Plates  139-140 

Pomfret,  Conn.,  School  at Page  32 

Salem,  Mass.,  Salem  High  School Plates  133-134 

San  Juan,  Porto  Rico,  Graded  School Plates  72-73 

Simsbury,  Conn.,  High  School Plates  7-9 

South  Boston,  Mass.,  Tuckerman  Primary  School ..  Plates  37-38 

South  Easton,  Mass.,  Ames  School Pages  4-5 

St.  Louis,  Mo.,  Blow  School Plate  60 

Clay    School Plates  56-57 

Cote  Brilliante  School Plate  59 

David  Ranken,  Jr.,  School  of  Mechanical  Trades, 

Plates  12-14 

Edward  Wyman  School Page  38 

Edward  Hempstead  School Plate  68 

Franz  Sigel  School Plate  59 

Lafayette  School Plates  57  and  66-67 

McKinley  High  School Plate  55 

Patrick   Henry   School Plates  63-65 

Shepard    School Plate  60 

Teachers'  College Plate  58 

William  Clark  School Plates  61-62 

Trevose,  Pa.,  Penn's  Valley  School Plates  105  andiio-m 

Wayne,  Pa.,  Grammar  and  Primary  School Plates  115-116 

Westmount,  Quebec,  Canada Plates  75-77 

White  Plains,  N.  Y.,  White  Plains  High  School.  .Plates  135-138 
Willimantic,  Conn.,  Model  School  at  State  Normal  School, 

Plates  34-36 


IV 


MODERN    SCHOOL   HOUSES 


INDEX  BY  NAME  OF  ARCHITECTS 


Bent,  Francis  H.,  New  Jersey  State  Normal  School. Plates 69-70 

Bleckley,  Haralson,  Eighth  Ward  School Plates  30-31 

Fifth  Ward  School Plates  78-80 

Fourth  Ward  School Plates  32-33 

Second  Ward   School Plates  81-82 

Bourne,  Frank  A.,  School  Building,  Hinckley,  Me Plate  71 

Boyd,  D.  Knickerbacker,  Grammar  and  Primary  School, 

Plates  115-116 
New  High  School,  Berwyn,  Pa Plates  112-114 

Brainerd  &  Leeds,  Bishop  Cheverus  School Pages  12-13 

Daniels  School Pages  14-15 

Brockie  &  Hastings,  Cheltenham  High  School Plates  105-109 

Penn's  Valley  School Plates  105  and  no-ill 

vCarrere  &  Hastings,  Ely  School   for  Girls Plates  22-23 

Clarke,  Howe  &  Homer,  Graded  School,  San  Juan,  Porto  Rico, 

PlfltCS  72-7"? 

Coolidge  &  Carlson,  Normal  and  Latin  School  Group, 

Page  42  and  Plates  50-54 

Cooper  &  Bailey,  Ames  School Pages  4-5 

Bliss  School Plate  26 

Colt  Memorial  High  School Page  6 

Dolly  Whitney  Adams  Memorial  School Pages  1-2 

Horace  Mann  Grammar  School Plate  142 

Maiden  High  School Page  7 

Winslow  School Plate  27 

Woodbridge   School Pages  2-3 

Cram,  Goodhue  &  Ferguson,  Mather  School. Plates  42  31^46-49 
Cummings,  Charles  K.,  Tuckerman  Primary  School .  Plates  37-38 
Davis  &  Brooks,  Model  School  at  New  Britain,  Conn.  .Plate 28 

Model   School,  Willimantic,  Conn Plates  34-36 

Munroe  Street  School Plate  29 

Technical  High  School Plates  I  -6 

Davis,  McGrath  &  Kiessling,  Liberty  School Plates  20-21 

School  at  Leonia,  N.  j Plate  25 

Donnelly,  Dudley  St.  C,  Manual  Training  and  Industrial 

School  Plates  17-19 

Eames  &  Young,  David  Ranken,  Jr.,  School  of  Mechanical 

Trades    Plates  12-14 

Edwards  &  Walter,  Graded  School,  Manning  S.  C ..  Plates  83-86 

Flagg,  Ernest,  School  at  Pomf ret,  Conn Page  32 

Graham,  E.  T.  P.,  Edward  Everett  School Pages  28- 29 

Green  &  Wicks,  Nichols  School.  Buffalo,  N.  Y...  Plates  147-148 

Hale  &  Rogers,  High  School,  Orange,  N.  J Page  31 

Hapgood,  E.  F.,  High  School,  Simsbury,  Conn Plates  7-9 

Hubbell  &  Benes,  East  End  School Plate  74 

Ittner,  W.  B.,  Blow  School Plate  60 

Clay    School Plates  56-57 

Cote  Brilliante  School Plate  59 

Edward  Hempstead  School Plate  68 

Edward  Wyman  School Page  38 

Franz  Sigel  School Plate  59 

Lafayette  School Plates  57  and  66-67 

McKinley  High  School Plate  55 

Patrick  Henry  School Plates  63-65 


Ittner,  W.  B.,  Shepard   School Plate  60 

Teachers'    College Plate  58 

William  Clark  School Plates  61-62 

Kilham  &  Hopkins,  Elbridge  Gerry  School Plates  15-16 

Haverhill   School    Plates  127-130 

Salem  High  School Plates  133-134 

School  at  Milton,  Mass Plates  131-132 

Shurtleff  School   Plates  125-126 

Williams    School    Plates  122-124 

Maginnis,   Walsh   &   Sullivan,   Normal   and   Latin    School 

Group Page  42  and  Plates  50-54 

Magonigle,  H.  Van   Buren,   School  at  Briar  Cliff   Manor, 

N.  Y Page  33 

Mills,  Wilbur  T.,  High  School,  Battle  Creek,  Mich. 

Plates  119-120 
Woodside  School   Plates  1 17- 1 18 

Palmer  &  Hornbostel,  Technical   High  School Plates  1-6 

Parker  &  Thomas,  John  Greenleaf  Whittier  School, 

Plates  39-41 
Plans  Nathan  Hale  School Pages  26-27 

Peabody  &  Stearns,  Normal  and  Latin  School  Group, 

Plates  50-54  and  Page  42 

Pelton,  H.  C.,  Eatontown  School Plate  141 

Point  Pleasant  School Plates  139-140 

W'hite  Plains  High  School Plates  135-138 

Poole,  George  E.,  New  Jersey  State  Normal  School, 

Plates  69-70 

Ross  &  Macfarlane,  School  at  Westmount,  Canada.  .Plates  75-77 

Rutan  &  Russell,  Pittsburgh  High  School Plates  143-146 

Snyder,  C.  B.  J.,  Commercial  High  School,  Brooklyn, 

Plates  98-99  and  Page  55 

Curtis   High    School Plates  87-88 

DeWitt  Clinton  High  School Plate  104 

Plans,  DeWitt  Clinton  High  School Page  50 

Morris  High  School Plates  89-90 

Wadleigh   High   School Plates  91-92 

Public  School  No.  3 Plate  lot  and  Page  49 

Public  School  No.  31 Plate  103 

Public  School  34,  Richmond Plate  97  and  Page  56 

Public  School  No.  37,  Bronx Plates  94-95 

Public  School  No.  38 Plate  104 

Plans,  Public  School  No.  66 Pages  51-53 

Plans,  Public  School  No.  100 Pages  17-19 

Public  School  No.  137,  Brooklyn Plate  100 

Public  School  No.   147,  Brooklyn Plates  94  and  too 

Public  School  No.   153,  Bronx Plate  96 

Public  School  No.   165 Plates  93  and  103 

Public   School   No.   175 Plate  102 

«  Stickney  &  Austin,  Charlestown  High  School Plates  44-45 

Sweeney,  James,  Harbor  School Plate  24 

Walker  &  Morris,  Public  School,  Metuchen,  N.  J.  .Plates  10-11 

Wheelwright,  E.  M.,  Christopher  Gibson  School ...  Plates  42-43 


Preface 


IHEN  that  celebrated  literary  personality  of  the  eighteenth 
century  described  architecture  as  frozen  music,  she  gave  a 
most  happy  expression  to  an  artistic  conception  of  the  build- 
ing art.  Regarded  from  another  of  its  many  sides,  architec- 
ture to  us  of  later  generations  is,  perhaps,  better  understood 
as  the  crystallization  of  civilizations.  The  buildings  of  a  people  reflect  faith- 
fully the  dominant  tendencies  of  its  ideals  and  pursuits.  The  story  of 
civilizations  is,  therefore,  accurately  told  by  its  imperishable  constructional 
remains.  Egypt  was  a  land  of  the  tomb  with  its  enshrouding  mys- 
tery; Greece  recalls  the  zenith  of  physical  and  intellectual  perfection; 
Rome  the  splendor  of  war  and  wealth;  and  medieval  times  the  ascend- 
ency of  religion;  while  modern  times  typify  the  fruits  of  scientific  discovery 
and  invention. 

The  development  of  building  has  kept  pace  with  the  growing  com- 
plexity of  civilization,  and  nowhere  is  this  more  noticeable  than  the  field  of 
education.  If  the  simplicity  of  the  Greek  teacher  is  pictured  with  his  pupils 
on  the  steps  of  the  Temple  and  compared  with  the  intricacy  of  the  modern 
curriculum  in  the  highly  organized  building  the  smallest  detail  of  which  is 
designed  for  the  purpose,  an  idea  is  gained  of  the  extent  and  nature  of  the 
evolution. 

In  the  selection  of  school  houses  gathered  together  in  this  volume  will 
be  found  a  fair  representation  of  the  most  recent  developments  in  their 
planning,  architectural  handling  and  mechanical  equipment.  The  articles 
likewise  have  been  chosen  to  cover  the  subject  in  the  broadest  manner 
and  without  unduly  accenting  any  one  type,  material,  process  or  device 
over  another  that  may  possess  equal  merit  for  other  conditions.  If  the 
labor  of  making  such  a  book  as  this  is  rewarded  by  the  greater  interest  of 
architects  and  others  in  the  problem  of  housing  our  educational  institu- 
tions in  the  best  adaptable  buildings  and  surroundings  for  intellectual, 
physical  and  moral  welfare,  its  existence  is  justified.  By  a  comparison  of 
the  public-school  accommodations  of  our  large  cities  twelve  or  fifteen  years 
ago  with  those  of  to-day,  it  will  be  noted  how  complete  a  revolution  has  been 
wrought.  There  remains  much  to  be  done,  however,  in  bringing  the  gen- 
eral average  of  our  school  houses  up  to  the  high  level  of  our  best  per- 
formances; the  architect  in  good  standing  has  not  yet  come  into  his  own. 
Another  purpose  of  a  book  of  this  kind  is  to  make  him  the  most  important 
factor  in  the  community  desiring  to  build  a  school. 


VII 


MODERN  SCHOOL  HOUSES 


FIG.   5,   DOLLY    WHITNEY    ADAMS    MEMORIAL   SCHOOL,    ASHBURNHAM,   MASS. 


MESSRS.   COOPER   &   BAILEY,   ARCHITECTS 


THE  PLANNING  OF  SCHOOL  HOUSES 


BY  FRANK  IRVING  COOPER 


EVERY  architect  entrusted  with  the  planning  of  a 
school  building  is  confronted  with  the  problem 
of  satisfying  the  citizens  in  regard  to  the  ap- 
pearance of  the  building,  of  satisfying  them  that 
it  shall  meet  the  needs  of  the  educators,  and  that  it  shall 
be  so  permanently  and  sanely  constructed  that  its  main- 
tenance will  not  be  a  burden  to  the  taxpayer. 

These  results  are  difficult  to  secure,  far  more  difficult, 
too,  when  the  architect  is  selected  by  competition.  The 
architect  should  be  chosen  even  before  the  site  is  de- 
cided upon,  as  frequently  the  site  chosen  makes  a  satis- 
factory building  almost  impossible. 

The  determining  factors  in  the  size  and  style  of  the 
school  building  are  the  site,  the  appropriation,  and  the 
number  and  grade  of  the  pupils  to  be  accommodated. 
Knowing  these,  the  architect  is  prepared  to  lay  out  plans 
for  any  particular  building. 

The  direction  from  which  the  pupils  come,  the  number 
of  pupils  to  be  accommodated,  and  the  position  of  the 


playground   determine   the   entrances   of   the   building. 

The  size  of  the  building  and  the  entrances  having  been 
determined,  the  character  and  layout  of  the  building 
further  depend  upon  whether  it  is  to  be  extended  or  com- 
pact. 

A  compact  building  is  one  in  which  the  building  and 
its  parts  occupies  the  minimum  amount  of  space.  (See 
illustration  No.  2.)  When  the  grounds  and  the  avail- 
able funds  allow  more  ample  proportions  the  plan  of  the 
building  may  be  extended.  (See  illustration  No.  4.) 

The  skeleton  of  each  building  consists  of  its  main 
halls  and  corridors.  There  are  three  types  of  corridors 

The  straight  line  corridor  is  the  simplest  type.  Illus- 
tration No.  2,  Woodbridge  School,  Newbury,  Mass.,  and 
illustration  No.  4,  the  Ames  School,  South  Easton, 
Mass.,  show  schools  based  on  this  type  of  corridor. 

The  ell  (L)  corridor  is  the  next  type.  Fig.  6,  the 
Dolly  Whitney  Adams  School,  Ashburnham,  Mass., 
represents  school  houses  having  this  type  of  corridor. 


MODERN  SCHOOL  HOUSES 


FLOOR   PLAN- 


FIG.   6 


DOLLY   WHITNEY   ADAMS    MEMORIAL    SCHOOL 


The  T  corridor  is  shown  in  illustration  No.  8,  the  Colt 
Memorial  High  School,  at  Bristol,  R.  1. 

All  schemes  for  corridors  may  be  resolved  into  one  of 
these  three  types. 

Whenever  possible  it  is  best  to  use  the  simplest  form, 
even  a  modification  of  this  form  is  better  than  'a  more 
complex  form. 

Illustration  No.  10,  the  Maiden  High  School,  Maiden, 
Mass.,  shows  an  extended  building  in  which  a  modified 
form  of  the  T  corridor  has  been  used. 

When  the  skeleton  has  been  decided  upon,  the  arrange- 
ment of  the  rooms  is  settled  to  a  certain  extent,  the  posi- 


tions of  the  stairways  are  determined  with  consideration 
for  safety  in  case  of  fire,  convenience  in  going  from 
floor  to  floor,  and  comparative  value  of  floor  space. 

If  there  are  to  be  large  or  especially  important  rooms 
such  as  assembly  hall,  gymnasium,  large  study  room, 
laboratories,  lecture  rooms,  drawing  rooms,  manual 
training  rooms,  boiler  room  or  sanitaries,  they  should 
receive  the  architect's  next  attention,  and  any  special 
condition  in  regard  to  any  of  them  must  be  considered. 

Then  follows  the  distribution  of  the  general  rooms, 
class  and  recitation  rooms,  wardrobes,  library  and  store 
rooms. 


WUOUUKIIK.I     >'   IIUOL,    NEUBUKV,    MASS. 


FIG.    I 

Z 


MESSRS.   COOPER   &   BAILEY,   ARCHITECTS 


MODERN  SCHOOL  HOUSES 


All  rooms  to  be  used  for  school  purposes  must  be 
supplied  with  adequate  natural  light ;  no  pupil  should 
be  seated  more  than  twenty  feet  from  the  source  of 
light.  There  are  two  good  methods  for  introducing 
natural  light,  a  long,  narrow  room  may  have  sufficient 
window  surface  on  a  long  side,  or  a  broader  room  may 
have  window  surface  on  two  sides.  Light  should  come 
over  the  left  shoulder  of  each  pupil. 

The  system  by  which  the  building  is  to  be  heated  and 
ventilated  is  practically  settled  by  the  appropriation,  and 
the  size  and  arrangement  of  the  building. 

The  laws  of  some  States  lay  out  the  system  and  de- 
termine the  results  to  be  obtained.  In  all  cases  a  modern 
system  which  will  secure  proper  results  should  be  em- 
ployed. The  simple  systems  are  entirely  adequate  when 
the  buildings  are  small  and  compact. 

Abundant  quantities  of  warmed  fresh  air  should  be 
introduced  through  ducts  to  each  schoolroom,  and  care 
must  be  taken  that  the  ducts  are  of  sufficient  area  and 
directness  for  passing  the  required  amount.  Ducts 
should  also  be  provided  for  removing  the  vitiated  air. 

All  modern  school  buildings  should  have  a  system  of 
telephones,  electric  clocks  and  signals  as  aids  to  admin- 
istration. 

An  architect  who  intends  that  his  school  buildings 
shall  be  successful  must  constantly  keep  in  mind  the  re- 
quirements of  the  teachers  and  pupils  who  are  to  use  the 
building;  he  must  remember  that  it  must  be  so  con- 
structed as  to  safeguard  their  lives  against  fire  or  panic ; 


c 


ONSIDERATION   IN   SCHOOL  HOUSE 

DESIGN.     BY    A.   D.    F.    HAMLIN,    PROFESSOR 
OF  ARCHITECTURE,  COLUMBIA  UNIVERSITY. 


The  data  for  the  designing  of  public  school  building! 
have  been  more  completely  standardized  than  for  any 
other  type  of  structure,  except  the  American  public 
library.  The  public  school  concerns  more  intimately  and 
directly  a  larger  number  of  persons  than  any  other  class 
of  public  edifices,  and  since  its  design  may  affect  for 
better  or  for  worse  not  only  the  educational  work  and 
administration  of  the  school  but  the  health  and  happi- 
ness and  even  the  morals  of  the  pupils,  the  principles 
which  should  control  its  design  have  been  made  the 
subject  of  special  study  for  many  years  past  by  the 
health  authorities,  as  well  as  by  the  educational  boards 
of  all  the  more  highly  civilized  countries  and  communi- 
ties. In  most  States  and  cities  the  conclusions  of  the 
experts  in  sanitation  and  iti  school  administration  have 
been  embodied  in  legislative  acts  and  municipal  building 
codes ;  and  while  these  vary  widely  in  the  minuteness  of 
their  specifications  and  the  severity  of  their  restrictions, 
they  are  generally  in  substantial  agreement  as  to  certain 
fundamentals  which  have  become  commonplaces  of  prin- 
ciple among  school  experts  of  all  classes,  while  the  more 
detailed  and  minute  of  these  codes  represent  the  most 
advanced  teachings  alike  of  the  sanitarians  and  the  edu- 
cators. 

This  careful  formulation  of  the  data  of  school  design 


FLOOR    PLAN 


WOODBRIDGE  SCHOOL,    NEWBURY,    MASS. 


that  the  sanitary  constructions  should  be  those  which 
will  prevent  disease ;  and  that  the  final  cost  of  the  build- 
ing should  never  exceed  the  amount  placed  at  the  archi- 
tect's disposal. 


taken  in  connection  with  the  general  uniformity  of  types 
and  requirements  for  buildings  of  any  one  category, 
makes  the  problem  of  school  design  comparatively  easy 
for  the  architect,  so  far  as  general  plan  and  form  are 


MODERN  SCHOOL  HOUSES 


AMES  SCHOOL,  SOUTH  EASTON,  MASS. 


FIG.   3 


MESSRS.  COOPER  A   BAILEY,   ARCHITECTS 


concerned.  By  so  much  the  more,  however,  does  this 
give  him  the  opportunity,  and  thereby  impose  upon  him 
the  duty,  of  devoting  abundant  time  and  careful  study 
to  the  details  and  execution  of  the  design,  which  is  all 
the  more  imperative  when  one  reflects  how  large  a  span 
of  the  life  of  a  community  is  spent  within  the  walls  of 
its  schools,  and  how  important  it  is  to  surround  its  chil- 
dren with  the  most  perfect  environment  for  their  hours 
of  study.  The  schoolhouses  of  any  community  are 
gauges  of  its  enlightenment.  They  should  be  the  best 
and  most  carefully  constructed  buildings  it  possesses: 
not  the  most  splendid  and  ornate,  but  the  most  perfect 
in  design  and  complete  and  thorough  in  execution  and 
equipment.  This  is,  as  anyone  may  see  for  himself 
very  far  from  being  generally  the  case,  and  wherever  a 
school  building  falls  short  of  this  high  standard  of  ex- 
cellence, some  one — or  the  whole  community — has  blun- 
dered. Such  falling  short  may  be  due  to  the  ignorance 
or  incompetence  of  the  architect,  or  to  the  ignorance 
and  incompetence  of  the  School  Board,  or  to  an  in- 
efficient city  or  county  government,  or  to  the  parsimony 
and  shortsightedness  of  the  community  itself;  but  all 
these  causes  are  phases  of  blundering,  private  or  public. 
It  is  rare  indeed  that  the  inferiority  of  the  school  archi- 
tecture of  a  town  or  country  is  due  to  deliberate  fault 
and  corruption.  Even  where  corrupt  officials  have  made 
the  school  buildings  the  prey  of  their  political  or  finan- 
cial cupidity,  they  have  done  so  only  because  the  public 
and  the  educators  have  been  careless  or  stupid,  in  other 
words  have  blundered  in  their  control  of  their  own 
affairs.  As  a  general  rule  the  people  mean  to  be  gen- 
erous to  their  schools,  and  it  requires  only  the  diffusion 
among  them  of  correct  information  on  the  subject  to 
-crurc  from  them  all  that  is  necessary  for  the  erection 
of  suitable  and  creditable  school  edifice's.  In  this  work 


of  education  the  architects  can  and  should  rightly  take 
a  prominent  part,  and  if  they  -will  always  and  every- 
where stand  for  the  highest  excellence  in  all  that  per- 
tains to  school  architecture,  the  national  reproach  of 
our  backwardness  in  this  branch  of  design  will  before 
long  be  wholly  wiped  out.  It  ought  to  be  said  that  the 
last  fifteen  years  have  witnessed  a  great  advance  in 
the  average  quality  of  American  school  buildings,  and 
that  in  the  larger  cities,  and  notably  in  Boston,  New 
York,  Chicago  and  St.  Louis,  a  very  high  standard  of 
design  and  construction  has  been  set  and  maintained  by 
such  men  as  E.  M.  Wheelwright,  C.  B.  J.  Snyder, 
Dwight  Heald  Perkins  and  W.  B.  Ittner,  respectively, 
and  in  many  other  cities  by  conscientious  architects  less 
widely  known  only  because  they  have  had  less  con- 
spicuous and  extensive  opportunities. 

The  chief  elements  of  the  schoolhouse  problem  may 
be  divided  into  those  relating  to  planning,  to  equipment, 
and  to  construction.  The  controlling  elements  of  the 
plan  are  the  classrooms  and  the  communications.  These 
are  fundamental  and  universal ;  all  else  is  in  a  way 
subsidiary  to  them.  Assembly  halls,  laboratories  and 
studios,  cloakrooms  and  toilets,  gymnasiums  and  baths, 
teachers'  rooms,  offices  and  reception  rooms,  libraries 
and  cabinets  and  lunchrooms,  subserve  in  various  ways 
the  work  done  in  the  classrooms.  Many  of  these  may 
be  wholly  wanting ;  only  the  larger  high  schools  contain 
them  all.  The  communications  comprise  entrances,  cor- 
ridors, halls,  stairs  and  elevators.  The  chief  elements  in 
the  equipment  are,  first  the  apparatus  or  plant  for  heat- 
ing, ventilating  and  lighting  the  building,  then  the  furni- 
ture of  the  various  rooms  and  departments,  and  finally 
the  sanitary  arrangements — lavatories,  baths,  lockers 
and  plumbing.  On  the  side  of  construction  the  chief 
elements  of  the  problem  relate  to  materials,  especially  to 


MODERN   SCHOOL   HOUSES 


the  question  of  the  exclusive  or  partial  use  of  fireproof 
or  noncombustible  materials. 

On  all  these  elements  of  the  problem  more  or  less 
positive  opinions  have  been  pronounced  by  competent 
technical  authorities,  both  in  Europe  and  America.  In 
reaching  these  conclusions  there  has  been  general  co- 
operation between  the  educators  and  the  medical  men, 
and  on  all  the  fundamental  questions  involved  there  is 
substantial  unanimity.  As  to  details  there  is  wide  di- 
vergence, and  practice  varies  widely,  not  only  as  be- 
tween European  and  American  schools,  but  in  Europe 
itself,  and  still  more  widely  in  America.  The  differences 
are,  however,  greater  in  seeming  than  in  reality,  and 
are  chiefly  due  to  different  educational  systems  and 
methods.  The  variation  is  greatest  in  the  United  States 
because  we  have  no  central  or  imperial  authority  stamp- 
ing its  informal  seal  upon  all  our  schools.  While  our 
own  democratic  principle  of  local  self-government  lends 
itself  sometimes  to  local  inefficiency,  it  stimulates  initia- 
tive, and  gives  larger  scope  for  the  working  out  of  new 
or  special  problems.  The  very  first  thing,  therefore, 
which  the  young  architect  needs  to  do  in  handling  a 
schoolhouse  problem,  is  to  familiarize  himself  with  the 
schools  themselves ;  with  the  educational  system  and  or- 
ganization of  the  place,  its  methods  and  its  aims,  and 
with  the  details  of  the  work  of  the  schools,  particularly 
of  the  grades  for  which  the  new  building  is  required. 
Thus  the  question  of  cloakrooms  must  depend  upon  the 
regulations  in  force  for  the  arrival  and  departure  of  the 
pupils ;  and  an  assembly  room,  which  is  used  but  once 
a  week  or  once  a  month,  may  be  tolerated  on  an  upper 
floor,  to  which  it  would  be  unkind  and  disturbing  to  re- 
quire the  pupils  to  climb  twice  a  day.  In  some  schools 
the  pupils  remain  in  their  classrooms  while  the  teachers 
rotate  from  one  to  another  room  and  division ;  in  others 
the  pupils  pass  from  room  to  room  at  each  recitation 
period.  Some  schools  provide  gymnasiums,  lockers  and 
baths,  under  constant  supervision  from  basement  at- 


tendants, others  have  none.  A  boys'  high  school  must 
be  differently  planned  from  a  mixed  high  school,  and 
so  on. 

I  propose  to  sum  up  very  briefly  some  of  the  leading 
points  on  which  the  best  modern  American  practice  has 
reached  fair  uniformity;  and  then  to  note  some  of  the 
problems  which  still  await  final  solution.  No  doubt 
much  of  what  follows  will  be  absolutely  commonplace 
to  many  of  my  readers,  but  it  may  be  helpful  at  least  to 
some  of  the  younger  practitioners,  as  well  as  to  edu- 
cators and  laymen  who  have  to  do  with  school  buildings, 
their  planning  and  construction. 

CLASSROOMS.  The  classroom  is  the  fundamental  unit 
of  the  schoolhouse  design.  In  American  practice  it  is 
distinguished  on  the  one  hand  from  the  recitation  room, 
which  has  only  chairs  or  settees  for  the  pupils  and  is 
used,  as  its  name  implies,  only  for  recitations  (or  some- 
times also  for  lectures  and  dictation  exercises)  ;  and  on 
the  other  from  the  general  study  room,  which  is  found 
more  frequently  in  Europe  than  with  us,  and  in  which 
a  number  of  classes,  aggregating  a  hundred  or  two  of 
pupils,  spend  the  assigned  hours  of  study  between  reci- 
tations. The  normal  American  classroom  accommodates 
from  30  to  50  (or  rarely  up  to  60)  pupils  at  fixed 
desks.  In  some  special  or  private  schools  the  number 
in  a  classroom  is  as  low  as  25 ;  but  economy  of  admin- 
istration makes  it  desirable  that  the  number  should  not 
fall  below  30  to  35,  while  efficiency  demands  that  it 
should  not  greatly  or  often  exceed  40.  Each  pupil  has 
a  desk,  and  the  total  floor  area  should  not  be  less  than 
1 8  square  feet  per  pupil,  with  at  least  216  cubic  feet  as 
the  minimum  cubic  volume  per  pupil.  Twenty  square 
feet  and  260  feet,  respectively,  are  better  figures  for  all 
except  the  lower  grades  attended  by  small  children. 
A  slightly  oblong  room,  with  the  teacher's  desk  at  one 
end,  is  the  best  shape.  Thus  for  a  4O-desk  classroom 
in  an  upper-grade  grammar  school  or  high  school,  a 
room  32  by  25  feet,  13  or  14  feet  high  in  the  clear, 


FLOOR  PLAN 


AMKS    SCHOOL,   SOUTH    EASTON,    MASS.         .. 


MODERN  SCHOOL  HOUSES 


COLT   MEMORIAL   HIGH   SCHOOL,  BRISTOL,  R. 


FIG.    7 


MESSRS.   COOPER   &   BAILEY,   ARCHITECTS 


would  represent  excellent  practice.  One  ample  door, 
40  to  44  inches  wide,  should  be  provided  near  the  teach- 
er's end  of  the  room,  alike  for  entrance  and  exit.  Such 
a  door  is  wide  enough  to  allow  two  files  to  pass  in  or 
out  at  once,  and  is  under  the  teacher's  eye  and  full  con- 
trol. A  wide  aisle,  3^  to  5  feet  wide,  should  skirt  the 
room  next  the  corridor-wall,  and  a  narrower  aisle  next 
the  window-wall  and  the  rear  end  of  the  room.  Six 


FIR.   Q.      PLAN 


Pi,AN 

COLT   MEMORIAL  SCHOOL,  BRISTOL,  R.  I. 


rows  of  seven  desks  each  from  front  to  rear  can  be 
conveniently  placed  in  a  room  of  the  above  dimensions. 
More  than  seven  or  eight  desks  in  a  row  place  the  rear- 
most pupils  too  far  from  the  teacher  and  the  blackboard, 
so  that  the  length  is  best  not  much  over  32  to  36  feet : 
and  it  is  undesirable,  as  we  shall  see  later,  to  make  the 
classroom  more  than  25  feet  wide.  Widths  of  from  27 
to  30  feet  are  common  in  the  I'nited  States,  but  do  not 
represent  the  ideal  practice. 

COMMUNICATIONS.  It  is  customary  in  our  larger 
school  buildings  and  in  all  buildings  for  mixed  schools. 
to  provide  at  least  three  entrances.  One  for  the  public, 
and  one  each  for  the  two  sexes.  The  location  and  de- 
signing of  these  do  not  always  receive  the  study  they 
demand,  with  reference  to  the  convenience  and  comfort 
of  those  who  are  to  use  them,  as  well  as  to  their  easy 
supervision.  ( hitside  and  unsheltered  steps  should  be 
avoided  as  far  as  possible,  as  being  dangerous  and 
troublesome  in  icy  and  inclement  weather.  Whether 
the  pupils  should  enter  the  basement  and  then  go  up.  or 
enter  the  main  floor  and  thence  go  down,  or  enter  by  a 
"split  level"  door,  going  either  up  or  down  a  half-story 
as  may  be  required,  depends  partly  on  topographical 
conditions  and  partly  on  the  custom  and  administration 
of  the  school.  A  very  common  mistake  is  the  failure  to 
provide  at  each  entrance  a  suitable  lobby,  with  inner 
doors,  so  as  to  interpose  two  sets  of  doors  between  the 
interior  of  the  building  and  the  outer  air.  When  this 
blunder  occurs,  the  hideous  excrescence  of  storm  doors 
becomes  a  necessary  corrective  during  the  winter 
months. 

.Main  corridors  should  be  never  less  than  8  feet  wide, 
and  in  the  larger  buildings  10  feet  should  be  the  mini- 
mum width.  It  is,  however,  wasteful  to  make  them 


MODERN  SCHOOL  HOUSES 


more  than  12  to  14  feet  wide,  except  at  points  near  the 
heads  or  feet  of  stairways,  or  at  entrances  or  exits,  and 
other  points  of  probable  congestion,  where  the  width 
should  be  suitably  expanded.  Minor  corridors  may  be 
0  or  8  feet  wide.  It  goes  without  saying  that  corridors 
should  be  as  straight  and  well-lighted  as  possible. 

The  stairways  should  be  never  less  than  two  in  num- 
ber, complete  from  top  to  bottom  of  the  building,  and 
should  always  be  sufficient  to  empty  the  school  in  three 
minutes.  They  should  be  so  placed  as  to  be  within 
the  shortest  possible  reach  of  the  largest  number  of 
classrooms ;  for  example,  so  that  no  classroom  door 
shall  be  more  than  (say)  40  feet  distant  from  a  flight. 
They  should,  moreover,  be  located  at  conspicuous  points 
in  the  plan,  where  their  position  is  clearly  announced  by 
the  architectural  features  of  the  interior.  Their  width 
should  be  such  as  to  allow  two  files  of  pupils  to  ascend 
or  descend,  with  sufficient  intervening  space  to  permit 
of  the  passage  of  one  or  more  persons  between  them. 
A  width  of  41/;  feet  per  run,  which  is  found  in  many 
sclicMilhouses,  is  insufficient  for  this;  5  feet  is  the  mini- 
mum, and  $y2  feet  is  better.  Six  feet  is  the  maximum 
width  allowable  :  any  greater  width  than  this  is  wasteful. 


There  should  always  be  two  runs  and  a  single  wide 
landing  between  each  floor  and  the  next ;  never  thret 
runs  with  two  landings,  if  it  can  possibly  be  avoided ; 
and  never  a  single  straight  run  from,  one  story  to  the 
next.  The  two  runs  should  be  in  reverse  directions. 
There  should,  therefore,  be  no  open  well  between  the 
runs.  It  is  sometimes  recommended  to  divide  the  stair- 
cases from  the  corridors  by  wire-glass  partitions  and 
.-afety-doors,  but  this  is,  in  my  judgment,  a  precaution 
of  doubtful  utility,  if  not  actually  a  source  of  possible 
danger.  The  stairs  should,  of  course,  be  well  lighted 
by  windows. 

Assiai  I:I.Y  HALLS.  Xot  all  public  schools  require 
these,  and  where  they  are  required,  specially  in  high 
schools,  they  serve  very  varied  functions  in  different 
places.  They  are  usually  planned  to  accommodate  con- 
siderably more  than  the  maximum  number  of  enrolled 
pupils,  and  are  often  in  demand  for  meetings  or  enter- 
tainments outside  of  the  school  program.  Allow  6l/2  to 
7  square  feet  per  seat  for  the  total  area  of  the  floor 
exclusive  of  stage  or  platform,  but  including  aisles,  and 
arrange  these  so  that  the  center  of  no  seat  is  further 
than  ii  feet  from  an  aisle. 


TIT 


h_^_L_ 


KLKVAT1ON    AND   PLAN,    MAT.DEN    HICH    SCHOOL.    MALDKN 


FIGS.   9   AND    10 

7 


MKSSRS.    COOPER   *    BAILEY,    ARCHITECTS 


MODERN  SCHOOL  HOUSES 


The  Assembly  Hall  should  have  natural  light  from 
one  or  both  sides,  in  addition  to  overhead  lighting,  if 
any;  but  there  should  be  no  windows  facing  either 
audience  or  speakers,  especially  the  former. 

The  Assembly  Hall  is  best  placed  on  the  ground  floor 
or  on  the  first  main  floor.  It  is  highly  undesirable 
to  place  it  on  the  third  or  top  floor,  as  is  sometimes 
done;  not  merely  because  of  the  additional  danger  from 
fire  or  panic  (and  panic  has  cost  more  lives  than  the 
tlame  itself,  in  schools  and  places  of  assembly),  but  be- 
cause of  the  increase  of  otherwise  unnecessary  stair 
climbing  that  results.  From  this  point  of  view  the  sec- 
ond floor  is  the  most  convenient,  as  being  midway  in 
height;  but  if  general  exercises  are  held  daily  at  the 
opening  or  closing  of  the  session,  the  first  floor  or 
ground  floor  is  still  more  convenient  because  of  its 
nearness  to  the  level  of  the  entrance  and  exit  of  the 
school.  The  hall  should  have  ample  doorways  and 
plenty  of  them,  and  these  be  arranged  for  most  con- 
venient access  to  and  from  the  stairs. 

OTHER  ROOMS. — No  rules  can  be  laid  down  for  the 
arrangement  of  the  other  rooms  required,  such  as  lunch- 
rooms, laboratories,  studios,  manual-training  rooms, 
teachers'  and  reception  rooms,  and  the  like,  as  each 
school  building  presents  in  respect  to  these  a  new  prob- 
lem, and  the  size,  position  and  arrangement  of  each  must 
be  determined  with  reference  to  particular  conditions 
and  requirements.  The  more  particular  and  special 
the  use  and  requirements  of  a  given  room,  the  more  im- 
portant is  it  for  the  architect  to  acquaint  himself  with 
those  who  are  to  use  it  or  who  have  had  experience  in 
the  use  of  such  rooms,  to  seek  for  suggestions  from 
them,  and  to  endeavor  to  meet  their  views  and  exper- 
ience as  far  as  possible. 

S  \\ITARY  PROVISIONS. — These  relate  to  light,  heat 
and  ventilation,  and  to  the  plumbing  installation,  gym- 
nasium and  baths. 

I.ICIITING. — It  is  universally  agreed  that  classrooms 
should  be  lighted  from  one  side  only,  unless  of  excep- 
tional width.  A  partial  exception  is  sometimes  made  for 
corner  rooms,  which  may  have  windows  in  the  end  at 
the  rear  of  the  desks,  opposite  the  teacher's  platform. 
The  best  practice,  however,  discountenances  this  and 
favors  a  blank  wall  opposite  the  teacher,  so  as  to  avoid 
the  glare  in  his  or  her  eyes  from  windows  behind  the 
pupils.  Moreover  the  pupils  in  the  two  or  three  rear- 
most rows  sit  in  their  own  light  from  such  windows, 
which  is  unpleasant  and  often  injurious  to  sensitive 
eyes.  The  best  light  for  a  classroom  is  that  which 
conies  from  the  left  >ide  and  from  slightly  in  front  of 
the  pupil.  Light  from  "over  the  left  shoulder"  is  often 
advi>ed  as  the  best  for  reading;  but  it  is  bad  for  writing 
and  drawing,  as  it  casts  the  shadow  of  the  body  across 
the  work  on  the  desk.  The  total  window  area  should 
c«|iial  from  40  to  50  per  cent,  of  the  total  wall  area  of 
the  long  side  of  the  room,  and  in  general,  one-quarter 
the  floor  area  of  the  classroom.  The  windows  should 
extend  up  to  within  6  inches  of  the  ceiling;  the  window 
-tools  should  be  from  3  to  y/2  feet  from  the  floor. 
Light  from  beln\\-  that  level  is  useless;  it  is  the  height 
of  the  to]>  of  the  window  that  determines  its  lighting 
efficiency.  The  sill  should,  however,  not  be  higher  than 
3U-  feet  from  the  floor,  as  it  is  desirable  that  the  pupils 


should  be  able  to  rest  their  eyes  at  times  by  looking  out 
at  more  or  less  distant  objects,  which  is  impossible  for 
many  with  a  sill  4^/2  or  even  4  feet  high.  It  is  consid- 
ered good  practice  in  this  country  to  allow  double  the 
height  of  the  window-head  for  the  width  of  the  class- 
room. This  gives  25  feet  of  width  for  a  ceiling-height 
of  13  feet,  the  window-head  being  i2l/2  feet  from  the 
floor.  Increasing  the  horizontal  dimensions  of  the  win- 
dows only  partially  makes  up  for  lack  of  height,  and 
with  a  1 3- foot  ceiling  a  class-room  should  not  exceed 
25  feet  in  width ;  or  if  wider  than  this,  it  should  have 
only  as  many  desks  as  a  25-foot  room,  and  the  excess 
of  width  be  wholly  put  into  the  broad  aisle  next  the  cor- 
ridor wall.  The  French  rule  is  much  more  severe,  the 
official  standard  requiring  the  width  to  be  limited  to  one 
and  a  half  times  the  height  of  the  room.  This  rule 
might  well  be  applied  to  city  schools  on  narrow  streets 
or  sites  opposite  tall  buildings ;  otherwise  for  conditions 
in  any  part  of  the  United  States  the  French  requirement 
is  too  narrow.  If  end  windows  are  required  in  corner 
classrooms,  they  should  be  set  far  apart,  so  as  to  present 
a  broad  wall  surface  directly  opposite  the  teacher  in- 
stead of  the  glare  of  windows.  Classroom  windows 
may  be  arranged,  if  desired,  with  hinged  transoms,  but 
in  that  case  the  transom  bars  should  be  of  wood  or 
metal,  relatively  narrow,  and  never  of  stone  or  terra- 
cotta. Massive  architectural  transom  bars  cast  unpleas- 
ant shadows  and  impede  much  light.  Whether  the  win- 
dows should  be  massed  with  narrow  mullions,  as  in  a 
studio,  or  evenly  distributed  is  a  matter  of  some  contro- 
versy. The  question  is  probably  not  of  great  impor- 
tance, though  the  general  tendency  is  toward  massing  or 
grouping  them.  Studios  require  a  north  light,  and  are 
best  placed  in  the  roof  story  where  the  sash  can  be  ex- 
tended up  into  the  skylight.  Manual  training-rooms 
should  be  well  lighted,  and  it  is  a  mistake  to  place  them 
in  a  mezzanine  or  low  basement,  because  a  nearly  hori- 
zontal light  is  very  trying  on  a  work  bench.  They  re- 
quire high-level  lighting  as  much  as  do  the  classrooms. 

Corridors  should  receive  natural  light  and  ventilation 
from  outside  windows.  A  long  corridor  lighted  wholly 
by  borrowed  light,  no  matter  how  abundant,  invariably 
produces  an  effect  of  confinement  which  is  depressing. 
Windows  on  stair-landings  are  very  serviceable,  as  they 
shed  their  light  far  into  the  corridors.  Windows  at  the 
end  of  corridors  are  better  than  none,  and  interior 
courts,  if  open  to  the  sky  and  still  more  if  inclosed  only 
on  three  sides,  serve  admirably  for  the  lighting  and  air- 
ing of  corridors.  There  is,  of  course,  no  objection  to 
'borrowed  light  as  an  accessory  to  direct  window-light- 
ing ;  but  it  must  be  remembered  that  glass  transoms  and 
glazed  doors,  though  they  afford  light,  give  no  air  to  the 
corridors,  and  cannot  take  the  place  of  windows  opening 
to  the  outer  air. 

Skylighting  is  all  that  is  needed  for  picture  galleries, 
but  it  does  not  suffice  for  assembly  halls,  or  even  gym- 
nasiums, since  it  fades  early  in  the  afternoon,  does  not 
permit  of  the  entrance  of  sunlight,  and  affords  very 
scanty,  if  any,  natural  ventilation.  Windows  on  either 
side  of  such  a  hall  admit  the  sunshine  and  permit  of  a 
complete  freshening  of  the  air  both  before  and  after 
every  gathering  in  the  hall. 

VENTILATION.     The  importance  of  adequate  artificial 


MODERNfSCHOOL  HOUSES 


ventilation  cannot  be  exaggerated,  and  modern  school- 
houses  are,  as  a  rule,  much  better  equipped  in  this  re- 
spect than  was  formerly  thought  necessary.  But  it  must 
be  remembered  that  thorough  artificial  ventilation  is  al- 
ways an  expensive  luxury,  both  in  first  cost  and  in  oper- 
ation and  maintenance.  Moreover,  it  is  in  practice  in- 
separably connected  with  the  problem  of  heating,  al- 
though the  two  functions  are  in  theory  wholly  distinct 
and  independent.  While  the  fundamental  principles  are 
simple  enough,  their  application  involves  many  technical 
complications,  and  for  any  considerable  building  a  com- 
petent and  independent  consulting  engineer  should  be 
engaged  to  plan  or  to  assist  in  planning  the  heating  and 
ventilating  installation.  Unfortunately  a  considerable 
proportion  of  the  professional  heating  and  ventilating 
engineers  are  directly  interested  in  the  particular  sys- 
tems of  particular  companies  manufacturing  various 
types  of  apparatus.  The  young  architect  should,  there- 
fore, be  on  his  guard  to  secure,  if  possible,  the  services 
of  a  really  independent  expert.  It  is  universally  agreed 
that  the  fundamental  requirement  for  the  ventilation  of 
all  classrooms  and  assembly  rooms  is  the  supply  of  30 
cubic  feet  (or  a  trifle  under  one  metre  cube)  of  fresh 
air  per  minute  for  each  pupil  up  to  the  maximum  num- 
ber allowed  for  the  room  in  question ;  while  the  heating 
plant  should  be  adequate  to  raise  the  temperature  to  70° 
Fahrenheit  in  zero  weather.  All  the  textbooks  and 
handbooks  on  heating  and  ventilation  contain  formulae 
for  calculating  the  square  feet  of  radiating  surface  re- 
quired to  accomplish  this  under  varying  conditions,  for 
hot  water,  steam  and  hot  air  respectively ;  and  also  for- 
mulae for  horsepower  of  boilers,  area  of  furnace  grate 
surface,  and  size  of  chimney  stacks  for  given  areas  of 
radiation.  These  enable  the  architect  to  figure  the  data 
for  the  required  plant  himself,  if  he  choose,  or  to  go  over 
and  check  the  figures  of  bidders  who  may  offer  their 
various  systems  in  competition.  In  any  case,  the  archi- 
tect who  has  thus  figured  out  independently  the  require- 
ments of  his  building  will  be  in  a  better  position  to  dis- 
cuss matters  with  his  engineering  expert,  as  well  as  with 
competing  heating  companies,  than  one  who  has  to  rely 
implicitly  on  the  figures  they  supply. 

But  however  perfect  the  heating  and  ventilating 
plant,  and  however  faultless  its  operation,  let  it  be 
clearly  understood  and  always  remembered  that  no  arti- 
ficial heating  and  ventilation  can  ever  take  the  place  of 
fresh  outdoor  air  and  sunshine.  Every  room  that  is 
ever  occupied  for  any  length  of  time  by  human  beings 
should,  if  possible,  be  so  placed  as  to  receive  at  some 
time  in  the  day  the  direct  rays  of  the  sun  and  the  fresh 
breezes  of  the  outer  world,  and  no  matter  how  abund- 
antly ventilated  by  artificial  means,  it  should  have  its 
windows  thrown  wide  open  for  a  while  every  day,  when 
not  occupied,  to  allow  free  access  to  the  outside  air. 
This  is  not  always  possible  with  theatres  in  crowded 
cities,  and  they  are  consequently  obliged  to  devote  an 
otherwise  quite  disproportionate  expense  to  their  venti- 
lating equipment.  But  no  schoolroom,  classroom  or 
gymnasium  or  assembly  room  should  be  so  placed — if  it 
can  possibly  be  avoided — as  to  be  deprived  of  these  im- 
portant adjuncts  to  the  mechanical  supply  of  heat  and 
fresh  air.  Whatever  the  scientists  may  say,  it  is  indis- 
putable that  there  is  a  sweetness  and  life  in  the  air  of  a 


room  that  has  been  sunned  and  aired  from  the  outside 
that  can  be  obtained  by  no  other  means.  Air  blown  by 
fans  over  coils  of  heating  pipes  can,  at  best,  only  prevent 
the  undue  exhaustion  of  the  oxygen  in  the  room,  and  is 
often  powerless  to  remove  the  odors  and  stuffiness  pro- 
duced by  a  crowd  of  human  beings,  though  these  odors 
will  entirely  disappear  after  all  the  windows  have  been 
opened  for  five  or  ten  minutes.  The  placing  of  the 
auditorium  in  the  centre  of  a  solid  block  of  buildings, 
surrounded  by  corridors  on  all  sides,  lighted  only  from 
overhead  and  ventilately  solely  by  artificial  means,  is  to 
be  avoided,  though  it  is  often  the  easiest  solution  of  the 
problem.  If  courts,  even  of  moderate  size,  can  be  in- 
terposed to  flank  such  an  assembly  room,  the  plan  is 
vastly  improved.  Both  the  corridors  and  the  audito- 
rium by  this  means  receive  direct  outside  light  and  air. 
In  a  large  high  school  in  New  Jersey,  which  has  been 
the  object  of  some  notice  in  the  northern  part  of  the 
State,  the  auditorium,  seating  over  1000,  is  wholly  en- 
closed by  corridors  with  windows  opening  directly  into 
it,  so  that  any  vitiation  of  the  air  in  one  is  shared  by 
the  other,  and  neither  it  nor  the  corridors  ever  receive 
the  direct  light  of  day  or  a  breath  of  air  directly  from 
out  of  doors.  The  arrangement  is  to  be  condemned 
from  every  point  of  view,  and  if  not  positively  unsani- 
tary is,  at  least,  unsatisfactory,  inartistic,  and  it  is  lack- 
ing in  cheerfulness. 

WINDOW-LIGHTING.  The  width  of  the  area  effect- 
ively lighted  by  windows  opening  upon  open  spaces  or 
wide  streets  not  lined  with  excessively  tall  buildings  is 
in  our  brilliant  North  American  climate  about  twice  the 
height  of  the  window-heads  from  the  floor  for  class- 
rooms, as  has  already  been  remarked.  In  other  words, 
the  section  of  adequate  lighting  is  a  right-triangle  hav- 
ing a  base  equal  to  twice  its  altitude— that  is,  with  an 
acute  angle  of  28°  15' — and  the  desks  should  be  so 
placed  that  the  furthest  from  the  window  should  have 
its  top  at  least  partly  within  this  triangle.  Where  the 
windows  open  upon  a  court  of  moderate  size,  upon  a 
narrow  street,  or  upon  a  street  of  fair  width  but  lined 
with  very  high  buildings,  this  is  too  large  an  allowance ; 
the  rooms  should  be  reduced  from  10  to  20  per  cent,  in 
width.  The  ideal  solution  would  be  one  in  which  a  ray 
at  28°  15'  coming  over  the  roofs  of  average  height  on 
the  opposite  side  of  the  street  would  just  touch  the 
window-sills  of  the  lowest  classroom  in  the  school.  In 
populous  cities  this  cannot  always  be  realized,  but  on 
the  more  open  sites  available  in  suburban  towns  it  is 
always  practicable.  Theoretically,  a  line  drawn  through 
the  window-head,  parallel  to  one  connecting  the  window 
stool  with  the  shadow-casting  edge  of  the  wall  or  roof 
opposite,  will,  if  the  inclination  be  steeper  than  the  con- 
ventional angle  of  28°  32'  determine  by  its  intersection 
with  the  floor  the  width  of  the  efficiently  lighted  area  of 
the  classroom.  When  the  angle  is  equal  to  or  less  than 
28°  32',  the  case  enters  the  normal  category  and  falls 
under  the  general  rule.  Of  course,  when  the  resulting 
diagram  reduces  the  width  very  greatly- — c.  g.,  when 
the  inclination  of  the  tangent  ray  from  roof  to  sill  is 
steeper  than,  say  35°,  one  must  compromise.  The 
rooms  will  have  to  be  made  wider  than  the  diagram 
would  allow  and  the  windows  increased  in  width  to 
make  up  for  part  of  their  inadequate  height,  or  the 


MODERN    SCHOOL    HOUSES 


story  must  be  made  higher ;  or,  better  still,  the  building 
set  further  back  from  the  street.  In  any  building  in 
which  the  inefficient  lighting  on  the  lower  floor  cannot 
be  remedied,  as  few  classrooms  as  possible,  or  none  at 
all.  should  be  placed  on  that  floor.  That  a  hundred 
pupils  should  have  a  flight  of  stairs  to  climb  is  a  far  less 
evil  than  that  twenty  of  them  should  have  their  eyesight 
injured. 

Bilateral  lighting  is  permissible  only  in  wide  study- 
rooms  or  laboratories,  when  35  or  more  feet  in  width, 
and  in  auditoriums.  Avoid  placing  windows  opposite 
the  teacher's  desk  in  corner  classrooms  and  opposite  the 
seated  audience  in  an  assembly  room.  Avoid  also  any 
great  expanse  of  windows  opposite  the  speakers  on  the 
platform.  The  ideal  audience  room  has  light  from  the 
two  sides,  with  additional  light  from  overhead  if  neces- 
sary. 

TOILET-ROOMS  AND  CLOAKROOMS.  These  are  the  sub- 
jects of  more  controversy  than  any  other  feature  of 
school  design.  Toilet-rooms  are  sometimes  grouped  in 
the  basement,  sometimes  placed  on  all  the  different 
floors,  sometimes  grouped  on  each  floor,  sometimes 
scattered  so  as  to  connect  one  with  each  classroom  or 
pair  of  classrooms,  sometimes  two  systems  are  com- 
bined. Every  system  thus  far  tried  has  its  drawbacks. 
To  require  every  pupil  to  go  to  the  basement  in  order 
to  use  a  lavatory  or  water  closet  is  not  only  unkind  and 
unsanitary  (seriously  so  in  cases  of  sudden  and  severe 
illness ) ,  but  resort  to  the  basement  easily  becomes  a 
means  for  gathering  of  pupils  during  class  hours  for 
mischief,  play,  or  other  purposes  not  legitimate  to  the 
place  and  time.  The  basement  toilet-rooms  are,  however, 
less  expensive  to  install  and  maintain  than  scattered 
toilets.  In  any  case  a  fair  allowance  of  toilet-rooms  for 
boys  and  for  girls  should  be  assigned  to  the  basement 
for  use  during  recess  and  at  the  times  of  entering  and 
leaving  the  building,  as  well  as  in  connection  with  the 
gymnasium  and  baths,  if  such  be  provided. 

When  toilets  are  also  provided  on  each  floor,  as  they 
ought  to  be.  the  problem  is  one  of  distribution.  Those 
for  the  two  sexes  should,  of  course,  be  as  completely 
and  widely  separated  as  possible.  Economy  suggests 
their  arrangement  in  stacks  or  towers,  or  at  least  in 
vertical  superposition  throughout.  When  the  stories 
are  not  less  than  14  feet  high  in  the  clear  the  toilets  for 
boys  may  be  placed  so  as  to  be  reached  from  the  half-way 
landings  of  the  stairs,  and  for  girls  at  the  ends  of  the 
corridors  on  the  floor-levels,  over  those  for  the  boys,  the 
toilet-rooms  being  seven  feet  high  in  the  clear.  This 
completely  separates  the  sexes  and  is  economical  of 
cubic  contents,  but  requires  special  planning  of  the  cor- 
ridors to  give  access  to  the  girls'  toilets,  and  moreover  it 
generally  cuts  off  light  from  the  stairways.  It  is  not. 
therefore,  ordinarily  practicable.  When  they  are 
grouped  in  two  towers  or  stacks,  one  for  each  sex.  pro- 
jecting outwardly  to  the  rear  or  into  a  court,  it  is  pos- 
sible to  separate  them  from  the  corridors  by  short  inter- 
mediate entries  provided  with  cross-drafts  from  oppo- 
site windows;  this  gives  absolute  protection  against  any 
intrusion  of  odors  ,,r  foul  air  into  the  corridors.  More- 
over, it  places  the  entire  system  of  piping  outside  the 
main  structure,  where  leaks  cannot  injure  other  rooms 
and  repairs  need  not  disturb  the  school  work.  It  is 


sometimes  objected  that  this  isolation  of  the  plumbing 
is  needless,  as  good  plumbing  and  ventilation  perfectly 
guarantee  freedom  from  noisome  odors,  but  this  is  not 
quite  true.  Fixtures  and  toilet-rooms  used  by  consid- 
erable numbers  of  persons  in  a  short  space  of  time  al- 
ways give  forth  some  odor  for  a  while  after  such  use; 
moreover,  not  all  school  plumbing  and  fixtures  are 
always  kept  in  perfect  condition,  and  the  school  should 
be  protected  against  the  consequences  alike  of  accident 
and  misuse.  This,  together  with  the  greatly  increased 
cost,  constitutes  a  serious  objection  to  the  general  adop- 
tion of  the  plan  followed  in  some  Ohio  schools,  in  which 
each  cloakroom  adjacent  to  a  classroom  has  connected 
with  it  a  water  closet  for  the  use  of  the  pupils  in  that 
classroom.  This  keeps  the  use  of  the  toilet  wholly  under 
the  teacher's  control,  but  it  compels  the  use  of  the  cloak- 
room as  a  thoroughfare,  which  is  a  serious  objection ; 
makes  the  use  of  the  toilet  unpleasantly  public  and  im- 
mensely increases  the  cost  of  the  installation  as  well  as 
the  danger  of  annoyance  from  occasional  accident  or 
misuse. 

No  one  solution  is.  therefore,  ideal,  and  as  the  value 
of  one  or  another  system  depends  greatly  on  the  dis- 
cipline, character  and  traditions  of  the  school  and  its 
pupils,  these  must  be  considered  by  the  architect  in  con- 
ference with  teachers  and  school  officials  in  deciding 
which  system  to  adopt. 

It  goes  without  saying  that  every  toilet-room,  even 
the  small  ones  attached  to  teachers'  rooms  and  princi- 
pal's office,  should  have  direct  light  and  air  from  out 
of  doors,  and  that  specially  careful  provision  should  be 
made  for  mechanical  ventilation  of  all -the  pupils'  toilet- 
rooms. 

CLOAKROOMS.  Two  chief  systems  are  in  use  for  the 
care  of  pupils'  outer  clothing ;  general  cloakrooms  in  the 
basement,  and  class  cloakrooms  on  every  floor.  The 
advantage  of  the  first  of  the  two  systems  is  that  pupils 
leave  behind  their  outer  clothing  upon  entering  the 
building  and  take  it  again  only  on  leaving.  Thus  muddy 
overshoes  and  damp  coats  and  cloaks  are  not  carried  up 
into  the  corridors  or  classrooms  of  the  building.  The 
disadvantages  lie  in  the  difficulty  of  supervising  the 
crowds  of  pupils  at  the  times  of  entering  and  leaving  the 
building,  and  the  danger  of  pilfering  in  the  cloakrooms. 
To  obviate  these  difficulties  individual  lockers  are  pro- 
vided in  some  schools,  the  pupil  having  a  key  which 
opens  only  his  own  locker.  But  this  provision  of  lock- 
ers requires  a  great  amount  of  space,  is  costly,  and  sub- 
ject to  the  annoyance  of  frequent  loss  of  keys.  It  can 
only  be  applied  where  space  and  funds  are  generously 
ample. 

The  class  cloakroom  system  provides  a  long  and  nar- 
row cloakroom  or  closet  next  each  classroom.  This  has 
the  disadvantage  of  requiring  pupils  to  come  through 
the  halls  to  their  classrooms  before  taking  off  or  dis- 
posing of  their  outer  clothing.  On  the  other  hand,  the 
wraps,  hats  and  overshoes  so  disposed  of  are  always 
under  the  teacher's  supervision,  and  the  congregating  of 
several  hundred  boys  or  girls  in  the  basement  at  the 
close  of  school  is  avoided.  Class  cloakrooms  should 
never  jut  into  the  hallways.  They  are  best  placed  trans- 
versely, with  an  outer  window  at  one  end,  and  with  two 
doors  opening  into  the  classroom.  They  should  never 


10 


MODERN  SCHOOL  HOUSES 


be  used  as  thoroughfares,  and  hence  should  not  open 
into  the  corridors.  Whether  they  should  be  placed  be- 
hind or  opposite  the  teacher's  desk  is  usually  deter- 
mined by  circumstances.  They  should  always  be  pro- 
vided with  forced  ventilation,  and  especially  strong  as- 
piration, so  that  air  may  be  drawn  from  the  classroom 
through  the  cloak  closet,  and  not  move  in  the  reverse 
direction.  One  end  may  be  divided  off  by  a  wire  mesfi 
or  grill  screen  to  form  a  teacher's  coat  closet.  The 
hooks  should  be  spaced  on  each  wall  about  12  inches 
•apart  and  alternately  at  a  higher  and  lower  level,  so  that 
in  a  given  row  they  will  be  two  feet  apart.  This  makes 
for  ease  in  finding  one's  own  hook.  The  heights  of  the 
two  rows  should  be  adapted  to  the  average  size  of  the 
pupils  of  the  grade  using  the  classroom. 

Whether  the  class  cloakroom  or  the  general  basement 
cloakroom  should  be  adopted  in  a  given  case  depends 
largely  upon  the  regulations  prevailing  for  entering  and 
leaving  the  building.  The  class  system  is  more  often 
used  in  grammar  and  primary  schools,  and  the  general 
cloakroom  in  high  schools,  with  or  without  lockers. 
But  there  is  no  absolute  rule  in  the  matter. 

CONSTRUCTION.  A  schoolhouse  should  represent  the 
most  thorough  and  careful  construction  possible,  both 
as  to  materials  and  execution.  Ornate  finish  is  unneces- 
sary, but  good  taste  and  refinement  should  appear  in  all 
the  details.  It  is  wise  economy  to  make  the  floors, 
wainscotings,  stairs  and  hand-rails  all  of  the  most  dur- 
able materials,  even  at  considerably  increased  expense. 
Ceilings  should  be  generally  of  white  plaster  to  reflect 
and  diffuse  the  light,  but  walls  should  be  tinted  of  some 
quiet,  restful  and  pleasing  hue.  Tile  wainscoatings  in 
corridors  and  stairways  are  sanitary,  durable  and  inde- 
faceable.  Wooden  wainscoatings  should  be  avoided 
generally  in  such  places. 

The  fundamental  question  is,  however,  not  that  of  the 
finish,  but  of  the  framework  or  shell  of  the  building. 
This  ought  to  be  always  of  fireproof  materials.  The 


time  is  coming  when  the  use  of  inflammable  materials  in 
the  construction  of  schoolhouses  (except  small  and  poor 
rural  district  schools)  will  be  considered  little  short  of  a 
crime.  Unfortunately,  not  every  school  board  or  com- 
munity has  as  yet  reached  the  point  where  it  thinks  it 
can  afford  really  fireproof  construction.  Where  this  is 
then  not  possible,  it  should  be  absolutely  insisted  upon 
that  all  the  corridors  and  stairways  should  be  fireproof ; 
that  is,  built  of  non-combustible  materials,  all  iron  fram- 
ing being  protected;  that  all  plastering  should  be  upon 
wire  lath,  and  that  wooden  furring  should  be  prohibited  ; 
that  the  boilers  and  furnaces  should  be  in  a  thoroughly 
fireproof  room,  and  that  the  building  should  be  equipped 
with  one  or  more  standpipes  and  hose  in  conspicuous 
and  central  locations  on  each  floor.  And  since  in  even  a 
fireproof  building  smoke  from  some  trivial  local  fire  not 
really  at  all  dangerous  may  spread  through  the  building 
and  possibly  create  a  panic,  the  stairs  and  corridors 
should  always  be  so  planned  as  to  offer  the  most  ample 
and  direct  exit  from  all  parts  of  the  building.  The  dan- 
ger of  panic  furnishes  a  reason  additional  to  those 
named  earlier  in  this  article  for  avoiding  the  placing  of 
the  assembly  hall  in  the  topmost  story  of  the  building, 
particularly  if  the  hall  is  liable  to  be  used  for  public  pur- 
poses or  audiences  not  wholly  composed  of  pupils. 
For  while  the  pupils  may  be  trusted  to  make  an  orderly 
fire-drill  exit  in  case  of  emergency  when  by  themselves, 
a  miscellaneous  audience  is  easily  thrown  into  panic  and 
may  communicate  its  disorderly  fright  even  to  the  other- 
wise orderly  and  well-drilled  pupils. 

Let  the  school  building,  then,  be  solidly  constructed, 
thoroughly  fireproof,  abundantly  lighted,  with  adequate, 
straight  halls  and  ample  stairways,  having  sunshine  and 
access  for  the  outer  air  in  every  room  besides  abundant 
forced  ventilation ;  let  it  be  cheerful  and  attractive 
without  and  within,  well  placed  and  supplied  with  ade- 
quate playgrounds  and  pleasant  surroundings,  and  it 
will  be  not  only  a  source  of  pride,  but  a  blessing  to  the 
community,  as  well  as  a  credit  to  its  designer. 


ii 


MODERN  SCHOOL  HOUSES 


BISHOP  CHEVERUS  SCHOOL,  EAST  BOSTON,   MASS. 


T 


I  WO    EXAMPLES    OF    ECONOMICAL 
FIRE-PROOFING  IN  SCHOOL  HOUSES 

BY  WILLIAM  H.  BRAINERD. 


The  first  was  the  Daniels  Grammar  School  for  the  city 
of  Maiden.  This  contains  14  classrooms  and  assembly 
hall  with  the  usual  accessories.  The  buildings  pre- 
viously erected  by  this  city  had  their  floors  and  interior 
walls  of  wood,  and  financial  conditions  were  such  that 
they  were  unwilling  to  materially  increase  the  expense  of 
the  construction. 

The  only  space  available  for  the  hall,  within  our 
means,  seemed  to  be  in  the  roof. 

This  gathering  of  the  entire  school  at  the  top  of  the 
building  demanded  absolute  safety  of  exit.  This  put  be- 
fore me  the  problem  of  how  to  gain  this  without  large 
increase  in  cost.  The  first  move  was  to  use  brick  walls 
for  all  main  partitions.  It  was  found  that  where  these 
were  incorporated  with  the  heat  and  vent  flues,  so  that 
they  replaced  galvanized  ducts  and  the  furrings  about 


MESSRS.   BRAINERD  4   LEEDS,  ARCHITECTS 

them  as  well  as  a  stud  bearing  partition,  the  cost  was 
actually  reduced;  furthermore,  the  brickwork  could  be 
carried  up  to  form  the  top  of  the  vent  flues  in  place  of 
the  metal  frequently  used.  Such  tops  have  two  advan- 
tages over  metal,  greater  permanence  and  less  cost.  The 
change  from  wood  to  brick  in  walls  without  flues  did 
somewhat  increase  cost,  but  did  away  with  all  necessity 
of  buttresses  for  exterior  walls  or  of  interior  bracing  to 
stiffen  the  building.  The  remaining  stud  partitions 
were  few  and  were  set  on  strips  of  metal  on  top  of  the 
floors  or  were  filled  with  brick  where  they  passed 
through  the  floors.  This  divided  the  building  into  six 
brick  boxes  and  eliminated  all  vertical  concealed  spaces 
where  fire  might  spread.  Plastering  wherever  possible 
was  applied  directly  to  the  brickwork.  Exterior  walls 
were  lined  with  hollow  brick  and  coated  with  asphaltic 
paint  before  plastering. 

To  remove  the  most  frequent  source  of  fire  originat- 
ing from  within  the  building,  or  being  communicated  to 
it,  the  boilers  were  placed  in  a  room  entirely  outside  the 


••  ^T-n  ?»N: 


BISHOP  CHEVIRUS  SCHOOL,  EAST  BOSTON,   MASS. 


MESSRS.   BRAINERD  &   LEEDS,   ARCHITECTS 


MODERN  SCHOOL  HOUSES 


walls  of  the  building  and  covered  with  a  roof  of  rein- 
forced concrete,  and  the  single  connecting  opening  pro- 
tected with  a  tinned  fire  door.  This,  too,  added  a  little 
to  the  cost,  but  increased  the  playroom  space  of  base- 
ment and  kept  the  building  free  from  all  dust  arising 
from  fuel  or  ashes.  These  features  greatly  reduced  the 
chances  of  origin  and  spread  of  fire,  but  the  floors  of  cor- 
ridors and  exits  were  still  in  danger  from  any  fires 
which  might  start  in  closets  or  similar  places  beneath 
them.  To  obviate  this,  we  decided  to  make  all  corridor 
floors  of  reinforced  concrete  spanning  from  brick  wall  to 
brick  wall  with  a  finished  surface  of  magnesium  cement 
carried  up  the  walls  six  inches  to  form  a  sanitary  base. 
All  stairs  were  of  iron.  All  exits  were  now  en- 
closed with  incombustible  floors  and  walls,  and  the 
woodwork  in  them  reduced  to  the  doors  with  their 
frames  and  wardrobe  posts  and  rails,  so  that  we  be- 
believed  them  to  absolutely  safe.  The  additional  cost 
of  the  concrete  construction  and  cement  floors  for 
corridors  over  hard  pine  joist  with  maple  upper  floors, 
was  about  $1,500.  To  partially  compensate  for  the 
extra  expenses,  we  omitted  the  high  hipped  roofs  over 
the  end  wings  where  space  was  not  needed  for  rooms. 
This  saved  many  cubic  feet  of  construction  and  per- 


low  pressure  with  gravity  return.  The  system  for  air 
is  gravity.  The  ventilation  is  stimulated  by  aspirating 
coils  placed  in  the  vent  flues.  A  small  heater  is  provided 
to  heat  these  and  to  provide  hot  water  for  baths  and 
bowls  when  the  main  boilers  are  not  in  operation. 
There  are  two  horizontal  return  tubular  boilers,  either 
of  which  will  handle  the  building  in  ordinary  winter 
weather. 

Each  classroom  is  warmed  by  direct  radiation  and 
has  an  air  supply  of  30  cubic  feet  a  minute  per  occupant 
brought  through  brick  heating  chambers  with  pin  radia- 
tors in  basement. 

The  temperature  is  controlled  by  hand  mixing  dam- 
pers operated  by  the  teachers. 

The  first  story  corridors  have  foot  warmers. 
Teachers'  and  Master's  rooms  are  heated  by  direct 
radiation. 

Toilet  Ventilation. — All  closets  have  seat  vents  of 
extra  size,  these,  with  the  space  behind  urinal,  are 
connected  to  separate  heated  flues  which  extend  to  the 
top  of  main  stacks.  Each  basement  toilet  and  bath- 
room has  its  separate  vent  flue  heated  with  an  aspirat- 
ing coil. 

Electric  Construction. — The  building  has  an  interior 


BA5f.MC.NT     rLOOR.    PLAN 


FLOOR  PLANS 


mitted  the  use  of  a  roof  covering — more  economical 
both  in  first  cost  and  in  maintenance.  Besides  reduc- 
ing cost,  this  did  away  with  an  open  attic  where  trash 
might  accumulate  increasing  the  fire  risk.  It  also  gave 
an  opportunity  to  express  the  assembly  hall  architec- 
urally.  The  great  gable  windows,  buttressed  by  the 
grouped  vent  shafts,  have  proved  to  be  the  feature  of 
the  building. 

The  lighting  of  the  hall  by  the  large  windows  high 
up  on  the  sides,  is  one  of  the  most  desirable  forms  of 
illumination,  similar  in  effect  to  a  clearstory  in  a  church, 
or  a  monitor  in  a  mill. 

The  exterior  of  the  building  is  of  selected  red  sand 
struck  brick  laid  with  gray  joints  and  trimmed  with 
Indiana  limestone  and  gray  brick.  The  building  in 
general  is  planned  to  fill  the  requirements  of  the  Boston 
Schoolhouse  Department  in  window  area,  finish  and 
fittings.  The  interior  finish  is  of  chestnut.  Floors  of 
rooms  are  maple.  Each  classroom  has  exposure  to 
sun  during  some  portion  of  the  day,  is  26  x  32,  and  is 
supplied  with  slate  blackboards  on  three  sides — con- 
tains a  bookcase  and  a  teacher's  closet.  A  wardrobe 
for  each  sex  is  provided  with  every  classroom. 

Heating  and   Ventilation. — The   system   for  steam  is 


BISHOP  CHEVERUS   SCHOOL 

telephone  system  of  16  stations,  a  system  of  program 
bells  under  control  of  a  master  clock ;  wiring  for  a 
system  of  electric  clocks,  and  wiring  for  electric  lights 
throughout. 

Gas  Piping  is  installed  for  emergency  lighting  in 
corridors  and  assembly  hall. 

The  14  classrooms  each  seat  56  pupils,  or  a  total  of 
784.  The  cost  per  pupil  was  $100.18.  The  cost  per- 
cubic  foot  was  12.9  cents.  This  covers  building,  heat- 
ing, plumbing  and  electric  construction  and  includes  the 
six  shower  baths  for  each  sex.  The  total  cubic  con- 
tents of  the  building  is  608,114  feet. 

The  second  example  is  the  Bishop  Cheverus  School- 
house,  East  Boston. 

The  following  description  is  compiled  from  the  An- 
nual Report  of  The  Schoolhouse  Department  of  the 
City  of  Boston  for  1908-09. 

The  Bishop  Cheverus  elementary  school,  upper 
(grammar)  grades.  This  building  is  located  on  land 
surrounded  by  four  streets  in  East  Boston,  and  owing 
to  the  fact  that  it  was  a  large  lot,  the  Board  felt 
justified  in  trying  the  experiment  of  an  extended  plan, 
with  all  the  classrooms  on  the  first  or  second  floor,  and 
with  the  assembly  hall  on  the  first  floor  immediately 


MODERN    SCHOOL    HOUSES 


DANIELS  SCHOOL,   MAI.UEN,    MASS. 

accessible  from  the  outside  without  entering  the  build- 
ing. The  boilers  also  are  located  outside  the  line  of 
the  building.  The  rooms  are  so  arranged  as  to  give 
sunny  exposure  for  all  the  classrooms,  and,  notwith- 
standing the  extended  plan,  the  figures  prove  that  this 
building  is  as  economical  as  any  of  its  size  and  type 
that  has  been  erected  by  the  Board. 

The  basement  contains  the  playrooms,  toilet  rooms, 
manual  training  room  and  cooking  room.  There  are 
eight  classrooms  and  an  assembly  hall  on  the  first  floor 
and  eight  classrooms  on  the  second  floor,  all  of  the  stand- 
ard 23  x  29  dimensions,  to  seat  44  pupils. 


MESSRS.   BRAINERD  &   LEEDS,   ARCHITECTS 

Heating  and  Ventilation. — System :  The  system  for 
steam  in  this  building  will  be  low  pressure,  gravity 
return.  The  system  for  air  will  be  gravity.  The  ven- 
tilation will  be  stimulated  by  means  of  aspirating  coils 
placed  in  the  vent  flues.  Boilers :  There  will  be  two 
horizontal  return  tubular  boilers  of  78  horsepower  each. 
60  inches  in  diameter  and  18  feet  4  inches  long,  contain- 
ing 72  3-inch  tubes  17  feet.  long.  Radiation :  There 
will  be  a  total  of  12,241  square  feet  of  radiating  sur- 
face. Classrooms  will  be  warmed  by  indirect  pin 
radiators  generally  placed  in  brick  heating  chambers 
in  the  basement.  Foot  warmers  encased  in  galvanized 


near    ri.oo» 


BAJfttENT    FLOOR     PLAN 


DANIELS   SCHOOL 


MALDEN,    MASS. 


MODERN    SCHOOL    HOUSES 


iron  and  suspended  from  the  basement  ceiling  are  pro- 
vided for  the  first  floor  corridor.  Direct  radiation  will 
be  placed  in  the  wardrobes,  masters'  and  teachers' 
rooms  and  also  in  the  basement  playrooms  and  sani- 
taries.  Temperature  control :  The  temperature  of  the 
air  entering  the  classrooms  will  be  controlled  by  means 
of  hand  mixing  dampers  operated  by  the  teachers. 
Fresh  air  will  be  supplied  to  the  manual  training  and 
cooking  rooms  in  the  basement  by  two  24-inch  propeller 
fans  belted  to  electric  motors. 

Toilet  I'cntilation.- — All  water  closets  in  the  base- 
ment sanitaries  will  be  provided  with  outlets  for  seat 
ventilation  which  will  be  connected  together  by  means 
of  galvanized  iron  ducts  and  run  in  two  separate  flues 
to  the  top  of  the  main  ventilators.  Connection  will 
also  be  made  to  the  space  back  of  the  urinals.  Ventila- 
tion will  be  assisted  by  aspirating  coils  placed  in  the 
main  flues.  The  individual  closets  have  similar  seat  vents. 

Warm  Air  and  I 'cut  Elites. — These  will  be  built  of 
brick  instead  of  galvanized  iron  as  has  been  the  former 
practice. 

Electric  System. — The  building  will  be  equipped  with 


SECOND  FLOOR  PLAN 


DANIELS   SCHOOL 


MALDEN,    MASS. 


electric  lights,  a  telephone  system  for  interior  communi- 
cation, a  system  of  electric  clocks  controlled  by  one 
master  clock,  a  system  of  program  bells  also  under 
control  of  the  master  clock,  a  combined  local  and 
auxiliary  fire  alarm  system,  and  a  projection  lantern 
with  reflectoscope  attachment  for  the  assembly  hall. 
The  contracts  are  as  follows : 

General    contract    $81,392 

J 1  eating  contract    T7>795 

Plumbing  contract 4,875 

Electric  contract   4,844 


$102,906 

This  building  on  the  basis  of  a  16  room,  upper  ele- 
mentary, with  an  assembly  hall,  was  rated  at  18  rooms, 
30,000  cubic  feet  per  room  and  22  cents  per  cubic  foot  or 
$1  18,800.  It  has  been  let  considerably  below  this  amount 
and  the  cost  per  pupil  will  be  in  the  neighborhood  of 
$160.84.  This  was  figured  at  a  favorable  market,  and  it 
is  not  likely  that  these  prices  will  be  readily  duplicated. 
The  cost  per  pupil  was  fixed  (See  Report  for  1906-07) 
at  $174  to  $192  for  upper  elementary  (grammar  grades). 


\ 


THIRD  FLOOR    PLAN 


DANIELS   SCHOOL 


MALDEN,    MASS. 


Here  the  cost  per  pupil  in  the  upper  elementary  is  $162, 
which  is  below  the  low  limit  for  large  buildings.  The 
total  cubic  contents  of  the  building  is  544,000  feet.  Cost 
per  cubic  foot,  19  cents. 

NOTE. — The  cost  per  pupil  is  reckoned  on  40  pupils 
per  classroom,  the  average  use — not  on  44  pupils  per 
room  the  full  seating  capacity. 

It  is  interesting  to  compare  the  results  in  this  case 
with  the  averages  of  the  Commissions  work  to  date : 

Total  number  of  new  buildings  erected  by 

Commission    1904-09    29 

Total  number  of  children  accommodated,, 
lower  elementary v       9,53° 

Total  number  of  children  accommodated, 
upper  elementary  10,650 

Average  cost  per  pupil,  lower  elementary 

(primary)    $162.83 

Average  cost  per  pupil,  upper  elementary 

(grammar)    I97-I3  * 

The  results  were  attained  in  much  the  same  manner 
as  in  the  Daniels  School. 

The  exterior  is  of  selected  sand  struck  brick  with  trim 
of  Indiana  limestone. 

All  ducts  and  bearing  walls  were  made  of  brick.  The 
exterior  walls  were  lined  with  hollow  brick  and  coated 
with  asphaltic  paint  before  plastering.  The  floor  con- 
struction is  of  reinforced  concrete.  Floor  beams  are 
adapted  to  the  spacing  of  ceiling  lights  and  are  left  ex- 
posed. Corridors  are  spanned  with  plain  slabs.  The 
stairs  are  concrete  with  iron  strings  and  balustrades. 
Classrooms  and  offices  have  a  single  matched  maple 
floor  nailed  to  screeds  16  inch  o.  c.  The  screeds  were 
nailed  to  the  stone  concrete  slabs  and  then  filled  flush 
with  cinder  concrete. 

The  structural  slabs  in  the  corridors  and  wardrobes 
are  finished  with  a  granolithic  surface. 

The  floor  of  the  assembly  hall  is  battleship  linoleum 
glued  to  the  concrete.  Flat  roofs  with  parapets  are  used 
throughout.  An  interesting  feature  of  the  assembly  hall 
is  the  medallions  of  the  leaded  glass  window  which  give 
in  proper  colors  the  seals  of  the  46  States  of  the  Union. 
The  carved  decorations  of  the  faqade  of  the  hall  are 
the  Seal  of  the  City  of  Boston  at  the  center  and  on  the 
end  pavilions  the  Coats  of  Arms  of  the  United  States 
and  the  Commonwealth  of  Massachusetts. 


'5 


THE  HEATING  AND  VENTILATION  OF  SCHOOLS 
IN  CONGESTED  CITY  DISTRICTS 

By  FRANK  G.  McCANN. 

Member  Am.  Soc.  Heating  and  Ventilating  Engra.,  Chief  of  Heating  and  Ventilating  Division,  Board  of  Education,  New  York 


THE  problems  involved  in  the  heating  and  ventila- 
tion of  the  school  houses  to  be  built  in  the  con- 
gested districts  of  a  great  city,  while  in  general 
very  much  the  same  as  those  found  in  the  same  style 
and  size  of  building  in  the  more  open  country,  yet  pre- 
sent some  special  features  not  found  in  the  latter. 

One  of  the  principal  special  features  is  the  exceedingly 
compact  arrangement  of  plant  made  necessary  by  the 
massing  of  a  large  number  of  rooms  on  a  small  ground 
area. 

The  street  floor  in  such  a  building  is  almost  entirely 
given  up  to  playrooms  or  auditorium  (see  Fig.  i),  mak- 
ing it  impracticable  to  use  vertical  heat  flues  from  cellar 
to  supply  each  individual  room  with  fresh  air.  To  ob- 
viate this  difficulty  we  have  adopted  the  system  shown 
in  Fig.  2,  whereby  all  the  fresh  air  for  one  story  or  a 
section  of  one  story  is  brought  up  to  ceiling  of  said  story 
and  there  is  distributed  in  furred  space  under  ceiling  of 
corridor  with  two  inlets  to  each  room.  Each  inlet  in 
every  room  has  a  wire  screen,  and  back  of  same  in  neck 
of  room  runout  we  place  an  adjustable  diffuser  (see 
Fig-  3).  of  which  each  blade  can  be  separately  set  to 
give  a  uniform  flow  of  air  through  all  portions  of  the 
inlet  at  a  velocity  of  about  200  feet  per  minute.  This 
is  too  slow  to  cause  drafts. 

The  cellar  arrangement  for  above  work  is  shown  by 
Fig.  4. 

The  foul  or  vitiated  air  in  our  schools  is  removed  from 
the  classroom  proper 
through  wire  screens 
in  the  several  doors  of 
the  pupils'  wardrobe, 
and  therefrom  through 
a  wire  mesh  screen  in 
end  or  top  of  ward- 
robe. The  screen  in 
end  is  made  full  height 
of  wardrobe — 7  feet — 
and  no  coat  hooks  are 
placed  over  same,  so 
that  clothes  cannot  pre- 
vent free  discharge  of 
vitiated  air  into  the 
vent  flues.  This  scheme 
obviates  the  need  of 
steam  coils  in  ward- 
robes, as  the  vitiated 
air  is  sufficient  to  thor- 
oughly dry  the  clothing 
even  in  wet  weather. 
and  overheating  of 
classrooms  by  coils  in 
wardrobes  is  thus  also 
prevented. 

In    this    system    the 


SHOWING    FKESH    AIR    INLETS,    PUBLIC   SCHOOL   BUILDING 

NEW    YORK    CITY 
MR.  C.   B.  J.    SNYDER,  ARCHITECT 


vent  flues  are  usually  run  straight  up  through  roof 
ami  are  capped  on  top  with  special  vent  hoods  hav- 
ing an  aspirating  effect.  In  some  cases,  where  attic 
is  used  for  lunch  rooms  or  gymnasiums,  to  avoid 
interference  of  such  vertical  flues  with  the  free  floor 
space  or  to  avoid  the  rather  unsightly  appearance  in  case 
of  steep-pitched  roofs,  we  gather  the  vent  flues  together 
under  ceiling  of  top  story  in  furred  spaces  and  use  ex- 
haust fans  to  overcome  the  friction  incidental  to  such 
long  horizontal  offsets. 

Another  difficulty  encountered  in  the  design  of  the 
school  in  congested  districts,  and  one  of  which  the  im- 
portance cannot  be  overestimated  is  the  difficulty  in 
obtaining  pure  air  for  ventilation. 

In  Western  cities,  where  soft  coal  is  used  for  steam 
plants,  the  all-pervading  soot  from  the  soft  coal  smoke 
makes  it  compulsory  to  install  some  form  of  air-washing 
device  to  eliminate  this  soot.  In  the  Eastern  cities,  how- 
ever, where  anthracite  coal  is  most  generally  used,  soot 
is  absent,  and  in  clean  surroundings  air  washers  may  be 
omitted  without  serious  detriment  to  the  plant  if  funds 
are  not  ample  to  include  same. 

The  writer  believes,  however,  that  air  washers  and 
humidifiers  will  soon  be  demanded  by  good  practice  for 
all  ventilating  plants  and  urges  their  general  adoption 
as  essential  to  the  health  of  the  occupants. 

In  cases  where  no  air  washers  are  installed  it  is  essen- 
tial that  the  fresh  air  supply  be  taken  from  a  point  at 

least  25  feet  above 
ground  level  in  order 
to  avoid  the  indrawing 
of  street  sweepings  and 
other  filth  which  the 
winds  will  often  raise 
several  feet  into  the 
air.  It  is  also  abso- 
lutely essential  that  the 
air  supply  be  taken 
from  a  point  where  it 
will  always  be  free 
from  contamination  by 
noxious  gases  emanat- 
ing from  toilet  vents, 
smoke  flues,  etc. 

It  is  our  practice, 
even  where  air  wash- 
ers are  used,  to  draw 
our  air  from  about  mid 
height  of  the  building, 
thus  getting  the  air  as 
pure  and  as  free  from 
contamination  as  pos- 
sible. This  can  be 
done  without  detriment 
to  the  architectural  ef- 


16 


MODERN   SCHOOL   HOUSES 

feet,  as  is  shown  by  Fig.  6.  A  typical  arrangement  of  lectures,  entertainments,  mothers'  meetings,  etc.,  out- 
fresli  air  inlets,  heating  chambers,  etc.,  for  a  large  side  of  school  hours.  This  varied  use  of  auditoriums 
building  is  shown  in  Fig.  5.  makes  necessary  a  separate  blower,  engine  and  heat- 
In  buildings  of  this  character  it  is  customary  to  use  ing  chamber  for  heating  and  ventilating  the  audi- 
the  auditoriums  for  holding  assemblies,  for  study  halls  torium  independently  from  the  rest  of  the  building, 
and  for  classes  in  music  during  school  hours  and  for  For  quick  and  effective  heating  as  well  as  ventilating 


FIRST     FLOOR     PLAN 


FIRST   FLOOR    PLAN,    PUBLIC    SCHOOL    IOO,    BOROUGH    OF    MANHATTAN,     NKW    YORK    CITY 

17 


MR.    C.    B.    J.    SNYDEK,    ARCHITECT 


MODERN    SCHOOL   HOUSES 


by  the  use  of  some  system  of  temperature 
regulation,  in  order  that  the  busy  teachers 
may  not  need  to  divert  their  attention 
from  their  official  duties  to  adjust  heat- 
ing appliances,  which  they  naturally  will 
not  do  until  the  conditions  are  intoler- 
able. We  also  control  the  temperature 
at  which  the  thermostats  on  our  fresh- 
air  ducts  function,  by  means  of  a  special 
thermostat  placed  out  of  doors,  thus  causing 
the  temperature  at  which  fresh  air  is  sup- 
plied for  ventilation  to  change  to  suit  the 
outdoor  conditions,  and  overheating  is 
thereby  obviated.  The  theory  of  this  out- 
door control  is  shown  by  Fig.  9. 

It  is  generally  considered  the  best  prac- 
tice to  use  blowers  for  supply  of  air  at  65° 
to  75°  Fahr.  for  ventilating  purposes  only, 
and  to  use  direct  radiators  or  coils  placed 
under  windows  in  classrooms  for  heating 
independently  of  the  blowers.  This  sys- 
tem is  valuable  in  that  the  heating  surfaces 


FIG.  2 

of  such  a  room  there  seems  to  be  nothing 
superior  to  the  hot-blast  system  with  up- 
takes in  front  of  windows  (see  Fig.  7) 
or  under  ceiling  and  under  gallery  (see 
Fig.  8)  as  best  suits  the  case,  with 
indirect  surface  forming  reheaters  at  the 
base  of  each  uptake  and  controlled  by  ther- 
mostats of  which  there  must  be  enough, 
properly  placed,  to  give  a  uniform  tempera- 
ture throughout  the  room  (of  course,  the 
double-duct  system  may  equally  well  be 
used  if  better  suited  to  building  conditions). 

The  vents  in  such  case  should  be  through 
grilles  in  front  of  stage  and  through  cast- 
iron  registers  in  floor  placed  in  several  rows 
in  aisles,  so  that  all  parts  of  room  will  be 
equally  supplied  with  fresh  air.  Upward 
ventilation  is  not  well  adapted  to  such  audi- 
toriums, as  they  are  usually  less  than  25 
feet  high,  mostly  being  one  story  high,  and 
the  dirt  brought  in  on  shoes  also  militates 
against  this  system,  even  in  high  rooms,  if 
floor  registers  are  used.  In  very  high  audi- 
toriums where  permanently  set  opera  chairs 
having  special  hollow  legs  can  be  used  to 
admit  a  supply  of  fresh  air  at  each  seat, 
upward  ventilation  with  a  modification  of 
the  double-duct  system  is  advisable  and  re- 
quires less  air  for  satisfactory  operation 
than  would  be  needed  for  downward  venti- 
lation. 

An  item  worthy  of  passing  mention   is 
the  need  for  care  in  designing  floor  regis- 
ters in  order  that  the  openings  shall  not  be 
large  enough  to  permit  the  entrance  of  the 
heels  of  ladies'  and  children's  shoes,  as  a  panic  may  be 
started  by  rvni  so  trivial  an  incident  as  that. 

The  temperature  of  all   rooms,  etc.,  and  of  the  air 
supply,   must,   of  course,   be   automatically   controlled 


are  placed  where  they  will  most  quickly  and  effectively 
counteract  the  draftiness  and  chilling  effects  of  cold 
windows  and  walls  and  also  that  heat  may  be  supplied 
without  the  use  of  the  blowers  after  school  hours  in  cold 


18 


MODERN    SCHOOL    HOUSES 


weather  as  well  as  during  school  hours  in  mild  weather. 

when  teachers  refuse  to  dose  windows. 

If  carefully  operated  by  conscientious  help,  there  is 

no  doubt  in  the  writer's  mind  as  to  the  superiority  and 

excellence  of  this  system  of 
direct  heating  and  plenum 
ventilation  over  all  others. 

This  system,  however,  is 
more  costly  to  install  than 
is  the  so-called  hot-blast 
system  (whereby  both 
heating  and  ventilating  are 
cared  for  by  the  same  air) 

1|'    •  and  in  the  hands  of  a  less 

conscientious  operator  the 
hot-blast  system  will  insure 
ventilation  whenever  heat 
is  needed,  whereas  in  a 
separate-vent  system  the 
blowers  are  often  run  far 
below  their  intended  speed 
or  not  at  all.  With  the 
hot  -  blast  system  double 
ducts  should  be  run  up  to 
the  inlet  at  room  and  ther- 


mostatically operated  mix- 


The  temperature  at  which  the  "hot-air"  or  "reheater" 
thermostat  functions  should  be  controlled  by  a  special 
outdoor  thermostat  of  type  shown  in  Fig.  9.  hereinbe- 
fore mentioned.  This  will  economize  on  steam  in  the  re- 
heaters  and  give  a  fairly 
uniform  flow  of  air  in  the 
two  sets  of  ducts — tem- 
pered and  hot. 

The  outer  section  of  the 
tempering  coil  should  be 
controlled  by  hand  valves 
only,  but  all  other  sections 
of  both  tempering  coil  and 
reheaters  should  have  both 
hand  and  pneumatic  valves, 
the  latter  operated  by  ther- 
mostats accessibly  set  in 
the  ducts  on  house  side  of 
blowers  and  the  thermostat 
for  reheater  equipped  with 
outdoor  control  as  above 
outlined. 

The  heat  inlet  should  al- 
ways be  placed  so  as  to 
throw  the  air  against  the 
cold  windows  to  counteract 


TVPICAL    AND    FOURTH    FLOOR    PLAN,    PUBLIC    SCHOOL    IOO,    BOROUGH 

OF   MANHATTAN,   NEW    YORK   CITY 

MR.   C.   B.   J.   SNYDER.   ARCHITECT 


401 


ing  dampers  should  be 
placed  directly  at  such  in- 
let. The  air  in  tempered 
air  duct  may  be  about  60° 
Fahr.  and  the  air  in  hot-air 
duct  should  be  arranged  to 
vary  in  temperature  from 
about  80°  Fahr.  to  what- 

ever  is  needed   for  coldest 

weather,    but    should    not 

exceed  120''  Fahr.  The  quantity  of  air  supplied  to  each 
room  and  the  total  heat  losses  for  exposed  wall  and 
glass  in  addition  to  heat  required  to  warm  the  ventilating 
air  in  each  case  in  coldest  recorded  weather  will,  of 
course,  determine  this  necessary  maximum  temperature. 


-__-> 


•  -. 


- 


•'*• 


the  chilling  effect  emanat- 
ing therefrom. 

Thus  installed,  the  hot- 
blast  system  will  give  bet- 
ter results  in  general  than 
can  be  obtained  by  the  sys- 
tem of  separate  heating 
and  ventilating. 

Another  problem  arising 
with  either  system  of  heat- 
ing is  to  heat  principal's  and  similar  offices  to  70°  Fahr. 
after  school  hours  and  on  holidays  while  the  rest  of  the 
building  only  needs  to  be  kept  above  freezing.  It  would 
seem  that  gas  radiators  would  be  more  economical  than 
steam  for  this  purpose  were  the  gas  radiators  only  used 


t-J 


3 


.4     1 


MODERN    SCHOOL    HOUSES 


when  no  other  heat  is  available  and  then  only  when 
room  is  actually  in  use.  If  gas  is  not  available  for  this 
purpose,  the  steam  from  one  boiler  only  may  be  used  for 
heating  such  rooms  by  means  of  separate  steam  and  re- 
turn lines  direct  from  boiler  to  these  rooms  at  the  same 
time  permitting  a  safe  temperature  to  be  kept  on  the  rest 
of  the  building  by  vapor  from  other  boilers. 

In  case  this  is  done,  by-passes  must  be  arranged  so  that 
during  school  sessions  these  special  lines  may  be  con- 
nected into  the  regular  heating  mains,  and  valves  (in- 
cluding a  safety  valve  set  at  10  Ibs.  on  house  side  of 
stop  valve  in  steam  line  from  boiler  and  a  swing  check 
in  return  to  boiler)  must  be  very  carefully  located  for 
easy  and  sure  operation  by  janitor,  to  prevent  high- 
pressure  steam  reaching  such  special  radiation. 

All  the  boilers  in  such  a  building,  unless  an  electric 
generating  plant  is  installed,  should  be  run  high  pressure, 
say  60  to  80  Ibs.,  during  school  hours  to  furnish  steam  to 
drive  the  ventilating  fans  or  blowers  by  steam  engines, 
the  exhaust  steam  from  such  engines  being  used  in  the 
heating  system  after  being  passed  through  a  suitable 
grease  extractor.  Live  steam  at  reduced  pressure  should 
be  supplied  to  make  up  the  required  additional  steam  for 


D 


1 
t 

L 

t 

\         I 

f 

i 

t 

V 

j- 

I 

V 

I 

KICi.    5 


heating  with  the  back  pressure  valve  set  at  2  to  5  Ibs.  as 
may  be  demanded  by  outdoor  conditions.  Outside  of 
school  hours  the  boilers  may  be  run  under  little  or  no 
pressure,  as  a  mere  vapor  of  steam,  such  as  banked  fires 
will  provide,  will  be  enough  to  keep  a  well-built  building 
above  freezing  over  night  except  in  zero  weather. 

In  this  connection  may  be  noted  the  great  value  of 
weather  strips  or  double  sash  as  well  as  the  importance 
of  seeing  that  the  building  construction  work  around 
door  jambs  and  window  casings  is  closed  up  air-tight. 
These  items  are  often  overlooked  and  result  in  failure 
of  properly  designed  heating  plants  to  give  satisfaction. 

In  general  the  special  problems  of  the  large  school 
house  in  congested  districts,  so  far  as  relates  to  the 
heating  engineer,  may  best  be  solved  by  mechanically 
providing  plenty  of  air  taken  from  purest  available 
source  and  further  purified  by  passage  through  com- 
bined air  washers  and  humidifiers,  delivering  such  pure, 
fresh  air  to  the  rooms  at  suitable  temperatures  (con- 
trolled thermostatically)  and  at  low  velocity,  through 
ducts  and  flues  so  arranged  as  to  give  a  uniform  distri- 
bution throughout  each  room  and  at  the  same  time  per- 
mitting unobstructed  use  of  floors  for  large  rooms  where 
needed. 


HE  HEATING  AND  VENTILATING  OF  IN- 
EXPENSIVE SCHOOL  HOUSES— THE  ME- 
TUCHEN  SCHOOL,  NEW  JERSEY 

BY    CHARLES    MORRIS,    ARCHITECT 

The  architect  is  often  confronted  with  conditions  in 
a  small  school  building  where  cost  is  an  important  fac- 
tor. The  committee  usually  require  a  certain  number 
of  class  and  other  rooms,  and  the  appropriation  may  be 
limited.  Often  other  conditions  are  imposed,  such  as 
the  character  of  the  exterior,  the  brick  to  be  used,  and 
possible  additions  of  terra-cotta  or  stone  courses.  The 
question  then  arises,  and  it  is  a  serious  one,  as  to  what 
portion  of  the  appropriation  can  be  set  aside  for  heating 
and  ventilation. 

In  large  school  buildings  where  low  cost  is  not  an 
object,  the  more  elaborate  systems  may  be  employed ; 
but  in  the  case  of  a  small  school  these  expensive  sys- 
tems must  be  eliminated,  especially  if  the  other  require- 
ments are  to  be  carried  out. 

Still,  even  in  the  small  school  there  are  certain  condi- 
tions which  must  be  met  in  order  to  insure  to  each  pupil 
the  requisite  amount  of  fresh  air.  In  the  States  of  New 
York  and  New  Jersey,  for  instance,  warmed  fresh  air 


20 


MODERN    SCHOOL   HOUSES 


FIG.  8 


must  be  introduced  at  the  rate  of  30  cubic  feet  per 
minute  per  pupil. 

In  the  case  of  the  Metuchen  School,  illustrated  in 
this  issue,  where  the  appropriation  was  only  $45,000, 
eleven  class  rooms,  seating  forty  pupils  each,  and  an 
auditorium  seating  300  being  required,  the  more  elab- 
orate systems  could  not  be  considered.  The  problem 
then  arose  to  fulfill  the  requirements  of  the  law  and  not 
exceed  the  appropriation. 

This  was  accomplished  by  using  a  system  of  forced 
hot  air,  carried  to  the  various  rooms  from  the  fresh 


OUTDOOR  CONTROL 
FOR  DUCT  THERMOSTAT 


FIG.  9 


air  room  in  the  basement  in  which  was  placed  the  fan 
and  motor.  The  heat  was  supplied  by  four  large  hot-air 
furnaces.  Air  was  furnished  to  the  fresh-air  room  by 
a  large  galvanized  iron  duct  hung  from  the  ceiling. 


Hinged  windows  in  the  outside  wall  were  connected  to 
this  for  regulating  the  amount  of  air  to  meet  the  vary- 
ing weather  conditions. 

At  the  warm  air  registers  in  the  class  rooms,  placed 
8  feet  above  the  floor,  there  is  a  pulley  attachment  for 
operating  damper  chains;  the  pulley  is  provided  with 
clutch  for  holding  chain  operating  damper  at  foot  of 
riser  at  any  desired  position.  By  this  arrangement  the 
temperature  of  the  room  may  be  lowered  without  affect- 
ing the  amount  of  fresh  air  admitted  to  the  rooms.  This 
chain  also  operates  a  temperature  indicator  in  the  fur- 
nace room,  informnig  the  engineer  of  the  condition  of 
all  rooms  without  the  necessity  of  visiting  them,  thus 
making  it  possible  for  him  to  regulate  the  supply  of  coal 
for  the  furnaces. 

Vent  registers  are  placed  at  the  floor. 

The  ceilings  over  the  four  groups  of  cloak  rooms  on 
the  second  floor  are  furred  down  and  the  vent  risers 
empty  into  these  spaces,  which  in  turn  are  connected  to 
two  large  chambers  on  the  third  floor,  and  thence  to 
the  ventilators  above  the  roof.  This  part  of  the 
system  is  very  simple  and  works  admirably,  the  prin- 
ciple being  that  the  warm  air  forces  the  foul  air  to  the 
vent  flues  and  also  that  there  is  a  certain  amount  of 
suction  by  the  ventilators,  which  are  open  on  four  sides. 

The  principal's  and  teachers'  rooms,  while  being  pro- 
vided with  the  same  system  as  the  above,  are  supple- 
mented by  hot-water  radiators  connected  to  a  coil  in 
the  furnaces,  so  that  these  rooms  may  be  heated  inde- 
pendently of  the  hot-air  system  if  desired. 

The  cost  of  the  above  system  was  $3,750,  which  is 
considerably  less  than  a  system  of  direct  radiators  using 
either  steam  or  hot  water,  and  supplying  tempered  fresh 
air  to  the  rooms. 

The  cost  of  coal  consumed  the  first  year  (which  is 
usually  in  excess  of  the  normal  amount)  was  $423.80. 
Considering  the  fact  that  the  cubical  contents  are  288,- 
060,  it  is  equivalent  to  $1.47  per  thousand.  Two  dollars 
and  over  per  thousand  cubical  contents  is  not  uncommon 
in  the  other  systems. 

SYSTEM  OF  VENTII.ATINC  CREMATING  CLOSETS 

This  I  think  may  be  of  interest  to  many  architects 
erecting  schools  in  districts  where  there  are  no  sewers 


MODERN    SCHOOL   HOUSES 


and  where  the  soil  is  of  such  a  character  that  the  use  of 
cesspools  or  a  system  of  sewage  disposal  are  not  ad- 
visable. 

In  this  school  the  soil  conditions  were  unfavorable 
for  either  cesspools  or  a  system  of  sewage  disposal. 
The  soil  was  a  thick  red  clay,  and,  to  make  matters 
worse,  water  was  found  at  about  a  depth  of  four  feet. 

The  system  adopted  is  known  as  "Ventilating  Cre- 
mating Closets."  There  are  two  ranges  of  closets,  for 
boys  and  girls.  Beneath  these  ranges  are  ducts  con- 
nected to  a  flue  forming  part  of  the  main  stack,  in  which 
was  placed  a  heater,  called  a  "stack  heater,"  which  also 
serves  the  purpose  of  heating  all  water  used  for  the 
wash  basins  and  slop  sinks  in  the  building. 

The  fire  in  this  stack  heater  is  kept  burning  through- 
out the  day  and  creates  a  current  of  air  from  the  toilet 
rooms  to  the  outer  air.  The  height  of  chimney  stack  is 
five  feet  above  the  ridge  of  roof.  At  the  beginning  of 
each  duct  are  pits  called  "firing  pits,"  provided  with 
small  grates.  The  ducts  are  divided  by  a  cast-iron 
dome-shaped  plate,  called  a  "drying  plate,"  and  the 
under  portion  of  each  closet  is  of  iron,  also  the 
underside  of  closet  seats.  About  once  a  month  kerosene 
is  sprinkled  on  the  drying  place  in  the  ducts  under  the 
closet  ranges  and  a  small  fire  is  kindled  in  the  grate. 
This  dries  the  deposit  and  it  passes  up  the  stack  as  a 
fine  dust. 

The  urinals  are  also  connected  to  the  underground 
duct  by  a  large  earthenware  pipe. 

These  toilet  rooms  are  absolutely  free  from  any  odor 
and  have  given  entire  satisfaction. 

The  cost  of  installation  for  15  closets,  10  urinals 
and  stack  heater  was  $600.  Estimates  received  for  a 
sewage  disposal  plant  amounted  to  four  times  this 
amount,  owing  to  the  large  quantity  of  tile  required  for 
the  irrigation  fields. 


T 


HE  PLAYGROUND 

THE  NECESSITY  FOR  LARGER  SPACE  THAN  IS  AF- 
FORDED BY  THE  USUAL  SCHOOL  YARD,  FULLY 
REALIZED— ITS  BENEFICIAL  INFLUENCE  ON  THE 
HEALTH  AND  MINDS  OF  SCHOOL  CHILDREN 

It  is  largely  in  the  playgrounds  of  our  schools  and 
colleges  that  the  attributes  that  make  the  necessary 
qualifications  for  good  citizenship  are  fostered.  The 
teachers  in  charge  of  the  school  playgrounds  and  those 
spaces  provided  in  large  cities  for  the  recreation  of 
children  on  holidays  and  after  school  hours,  are  unan- 
imous in  the  verdict  that  they  are  powerful  factors  in 
the  mental  and  moral  development  of  school  children. 

The  American  people,  as  a  rule,  take  life  too  se- 
riously. As  children,  we  have  never  been  taught  how 
to  play. 

It  is  a  healthy  sign  that  those  in  charge  of  educa- 
tional matters  in  this  country  are  awakening  to  a  true 
sense  of  the  importance  of  recreation  in  the  school  life, 
and  are  making  provisions  for  this  in  the  planning  of 
our  schools. 

The  Playground  Association  of  America  has  been  or- 
ganized to  provide  adequate  playgrounds  in  districts 
where,  owing  to  congestion  of  population,  there  would 
ordinarily  be  no  space  for  this  purpose. 


Dr.  Luther  Halsey  Gulick,  president  of  the  Play- 
ground Association  of  America,  recently  stated :  "A 
fundamental  condition  for  the  permanent  development 
of  a  free  people  is,  that  they  shall  in  childhood  learn  to 
govern  themselves — self-government  is  to  be  learned  as 
an  experience  rather  than  taught  as  a  theory.  Hence, 
in  a  permanent  democracy  adequate  playgrounds  for  all 
the  children  are  a  necessity." 

The  Craftsman,  referring  to  the  well  directed  activi- 
ties of  the  Playground  Association,  and  with  special 
reference  to  conditions  as  existing  in  New  York  City, 
states :  "Aside  from  the  encouraging  showing  made 
of  the  rapid  and  effective  spread  of  the  movement  as 
a  whole,  one  of  its  most  interesting  features  was  the 
demonstration  given  of  the  good  which  has  been  accom- 
plished within  a  very  short  time  by  one  branch  of  its 
many  activities.  About  a  year  ago  the  association  suc- 
ceeded in  making  the  national  and  folk  dances  of  dif- 
ferent countries  a  distinct  feature  of  the  physical 
training  of  children  in  the  public  schools  of  New  York, 
particularly  those  which  are  situated  in  the  congested 
districts  of  the  East  Side,  where  the  majority  of  the 
children  are  either  foreign-born  or  the  American-born 
children  of  foreign  parents.  The  teachers  have  found  that 
one  great  difficulty  in  the  way  of  the  training  of  these 
children  for  future  citizenship  is  the  racial  antagonism 
that  so  often  manifests  itself  among  them.  This  is  fos- 
tered, rather  than  discouraged,  at  home  and  in  the 
streets  and  is  often  beyond  control  even  in  the  school- 
rooms, but  it  soon  vanishes  when  all  share  in  the  dances 
and  games  at  the  playground.  Another  element  of  dis- 
cord is  the  inevitable  result  of  the  newly  acquired 
American  "smartness"  which  makes  them  ashamed  of 
the  old-fashioned  foreign  speech  and  ways  of  their  par- 
ents, and  anxious  to  forget,  as  soon  as  possible,  the 
customs  of  the  old  country.  As  the  denial  of  loyalty  to 
the  traditions  of  their  native  land  is  hardly  the  best 
foundation  upon  which  to  build  a  sound  and  loyal 
citizenship  in  this  country,  it  was  considered  advisable 
to  try  to  keep  alive  in  the  hearts  of  the  children  a  kindly 
memory  of  the  land  of  their  forefathers,  as  well  as  gen- 
uine interest  and  respect  for  the  customs  and  speech  of 
their  parents  and  grandparents,  by  reviving  the  tradi- 
tional games  and  dances  that  are  a  part  of  the  national 
life  of  almost  every  people  but  our  own." 

The  obsolete  notion  that  the  elemental  education  of 
the  younger  children  should  be  confined  simply  to  the 
"three  r's"  has  given  place  to  a  scheme  of  instruction 
that  not  only  includes  the  fundamental  requisites,  but 
aims  to  impart  patriotism  and  good  citizenship.  While 
inculcating  the  veneration  and  respect  in  foreign-born 
children  for  the  country  of  their  adoption,  it  does  not 
do  so  by  teaching  them  disrespect  for  that  of  their  birth. 
It  takes  them  when  the  hours  of  study  are  past  and 
places  them  in  surroundings  where  within  reasonable 
limits  they  may  find  recreation  and  exercise  to  help  the 
body  sustain  the  mental  work  that  it  is  called  on  to  en- 
dure. In  fact  education  in  this  country  has  become  so 
broad  in  its  scope  that  it  may  be  said  to  be  parental  in 
its  character  and  today  among  our  poorer  classes  of 
foreign  population  in  the  congested  districts  in  our 
larger  cities  throughout  the  country  the  boy  may  be 
truly  said  to  be  the  father  to  the  man. 


23 


THE  HEATING  AND  VENTILATING  OF  SCHOOL- 
HOUSES  IN  EXPOSED  LOCALITIES 

By  CHARLES  F.  EVELETH,  Heating  and  Ventilating  Engineer,  Schoolhouw  Department.  City  of  Borton,  Borton,  Ma». 


IN  the  early  days  of  schoolhouse  design  it  was  cus- 
tomary to  assign  certain  spaces,  rather  indistinctly 
defined,  to  contain  the  heating  and  ventilating  appa- 
ratus.   The  basement  was  often  divided  off  into  commo- 
di'ius  toilet  rooms,  playrooms,  corridors  and  storerooms; 
the  rest  of  the  space  being  reserved   for  the  boilers, 
radiating  surface,  fuel,  ashes,  etc.     This  was  often  so 
small  that  the  heating  contractor  was  compelled  to  cut 
down  the  size  of   his   apparatus   to  fit  the   contracted 
quarters,  with  the  result  that  the  building  was  insuffi- 
ciently warmed,  poorly  ventilated,  could  contain  but  a 
limited  supply  of  fuel  and  many  parts  of  the  apparatus 
were   almost  inaccessible    for   cleaning   or   making   re- 
pairs.    In  extreme  weather  it  was  only  by  starting  up 
the  fires  very  early  in  the  morning  and  forcing  the  ap- 
paratus to  the  utmost  that  the  janitor  was  able  to  have 
the  building  habitable  in  time  for  the  opening  exercises. 
The  importance  of  installing  a  suitable  heating  and 
ventilating  apparatus  in  the  modern  schoolhouse  is  now 
very  generally   recognized,   on   account   of  its   relation 
not  only  to  the  comfort  and  health  of  the  occupants, 
but  also  through  their  ability  to  accomplish  better  re- 
sults when  provided  with  a  plentiful  supply  of  fresh 
warm  air.     The  success  of  any  system  depends  in  a 
large  degree  upon  the  proper  location  of  the  various 
parts  of  the  apparatus,  and  it  is  therefore  necessary, 
even   in   preparing  the  preliminary   sketches,   to  make 
suitable  provision  to  receive  them.    The  room  taken  up 
by  the  boilers,   radiating  surface,   fan   engine,  pumps, 
heat  and  vent  ducts  and  the  like,  should  first  be  ap- 
proximately plotted  out,  after  which  the  enclosing  walls 
may  be  drawn  in. 

The  limited  extent  of  this  article  will  not  permit  the 
writer  to  go  deeply  into  the  details,  but  an  attempt 
will  be  made  to  call  attention  to  certain  fundamental 
points  which  must  be  kept  in  mind  by  the  architect  in 
planning  the  building.  If  these  are  taken  into  consid- 
eration at  the  outset  much  valuable  time  will  be  saved 
later.  After  a  brief  description  of  a  number  of  sys- 
tems, mention  will  be  made  of  the  more  important 
features  to  be  taken  into  consideration,  and  these  will 
then  be  illustrated  by  an  account  of  the  heating  and 
ventilating  apparatus  recently  installed  in  two  new 
schools  located  in  the  outlying  districts  of  Boston. 

Before  allotting  the  space  which  the  apparatus  will 
require,  a  choice  must  be  made  of  the  system  best 
adapted  to  the  building.  The  low  pressure  gravity 
indirect  and  the  plenum  systems  have  been  successfully 
employed.  Each  has  its  advantages  and  limitations, 
and  in  each  the  field  of  usefulness  is  quite  clearly  de- 
fined. In  the  former  a  stack  of  indirect  pin  radiators 
enclosed  in  galvanized  iron  is  placed  in  the  basement 
near  the  ceiling  and  at  the  foot  of  the  air  flue  to  each 
classroom.  The  stack  is  arranged  in  such  a  manner 
that  the  air  from  outside  will  pass  between  the  sections 
and  after  having  been  heated  will  enter  the  room 


through  the  warm  air  flue.    An  opening  at  the  base  of 
the  flue  will  permit  the  cool  air  to  enter  without  being 
warmed.    By  means  of  a  mixing  damper  operated  by  a 
chain  under  the  control  of  the  teacher    the  volume  of 
cool  or  heated  air  may  be  varied  so  that  the  temperature 
of  the  air  at  the  inlet  to  the  classroom  may  be  varied 
through  a  wide  range.    The  fresh  air  flues  may  be  so 
grouped  that  the  stacks  for  any  tier  of  rooms  can  be 
located  in  a  single  chamber,  the  cold  air  being  admitted 
through  hinged  windows    or    doors.     If    the    proper 
amount  of   radiation  is   installed,  a  sufficient  quantity 
of  air  may  be  furnished  both  to  warm  the  room  and 
provide  the  requisite  ventilation.     The  foul  air  is  re- 
moved through  vent  flues  carried  well  above  the  ridge 
of   the   building   and   provided   with    aspirating   coils, 
placed  just  above  the  room  outlets  to  raise  the  tempera- 
ture of  the  outgoing  air,  and  thus  increase  its  velocity. 
The  wardrobes,  corridors  and  smaller  rooms  as  well  as 
the  basement   sanitaries   and   play   rooms    are   heated 
either  by  direct  radiators  or  coils.    A  steam  pressure  of 
from  two  to  five  pounds  is  carried  in  the  boilers  and 
the  water  of  condensation  is  returned  by  gravity.    The 
advantages  of  this  system  are   the  low  cost  of  installa- 
tion, minimum  cost  of  repairs  and  ease  of  operation,  re- 
quiring no  skilled  help.    It  is,  of  course,  not  as  positive 


I— I 


1    1 

\ 

!     i  | 

r///Ef  po  5*d  ///////// 

I 
• 

Fl  S.    2. 


as  the  plenum  system  under  all  conditions  of  tempera- 
ture and  weather,  inasmuch  as  the  flow  of  air  is  pro- 
duced by  the  difference  in  temperature  between  that  in 
the  flue  and  that  outside.  Care  must  therefore  be  taken 
to  have  all  ducts  built  as  nearly  vertical  as  possible  and 
the  flues  and  openings  made  of  ample  size. 

In  the  plenum  system,  air  is  forced  into  the  room  by 
a  fan  or  blower  driven  either  by  a  steam  engine  or  an 
electric  motor. 

The  air  is  first  warmed  to  a  temperature  of  about 
68  degrees  F  by  means  of  a  primary  heater  located 
close  to  the  fan.  The  heater  may  be  made  either  of 
pipe  coils,  divided  up  into  sections,  or  of  cast  iron  in- 
direct radiators  arranged  in  groups.  Where  pipe  coils 
are  used  certain  sections  are  controlled  by  hand  valves 
and  the  remainder  are  provided  with  diaphragm  valves 
operated  by  a  thermostat  located  in  the  main  duct  be- 
yond the  fan  discharge.  A  most  satisfactory  arrange- 
ment is  obtained  by  employing  pin  radiators,  with  mix- 
ing dampers  placed  above  and  below  the  sections  and 
under  the  control  of  a  thermostat  placed  as  described 
above.  In  mild  weather  some  of  the  stacks  may  be  shut 
off.  If  the  heater  is  so  arranged  that  the  air  is  drawn 


MODERN    SCHOOL   HOUSES 


FIG.   4 

through  the  churning  action  of  the  fan  blades  will  thor- 
oughly mix  together  the  hot  and  cold  air.  A  supple- 
mentary heater  of  cast  iron  pin  radiators  is  placed  at 
the  base  of  the  hot  air  riser  to  each  classroom  and  is 
provided  with  diaphragm  valves  controlled  by  a  ther- 
mostat placed  in  the  classroom.  The  temperature  of 
the  entering  air  may  then  be  varied  by  the  opening  and 
closing  of  the  valves.  In  place  of  the  supplementary 
stacks  the  rooms  may  be  kept  at  the  proper  temperature 
by  groups  of  wall  radiators  or  by  pipe  coils  placed  along 
the  outside  walls  under  the  windows  and  controlled  by 
thermostats. 

When  the  fan  is  driven  by  an  engine  it  should  have  a 
cylinder  of  large  diameter  so  that  the  boiler  pressure 
need  not  exceed  twenty-five  pounds.  By  means  of  a 
reducing  valve  the  steam  pressure  on  the  system  can 
be  reduced  to  from  three  to  five  pounds  and  the  water 
of  condensation  automatically  returned  to  the  boiler  by 
a  steam  pump  and  receiver.  By  installing  a  back  press- 
ure valve  and  a  suitable  oil  separator,  the  exhaust  steam 
can  be  turned  into  the  heating  system,  thereby  making 
a  very  material  saving  in  fuel.  In  case  it  is  not  desired 
to  have  the  condensation  mingle  with  that  from  the  rest 
of  the  system  on  account  of  the  presence  of  oil,  the 
-team  may  be  turned  into  certain  sections  of  the  pri- 
mary heater,  which  in  this  case  should  be  piped  up  sep- 
arately and  arranged  to  waste  into  the  sewer. 

Aspirating  coils  are  placed  in  the  vent  flues  from  the 
classrooms  in  the  same  manner  as  the  previous  system. 

In  the  plenum  system  the  air  supply  is  practically 
constant  under  nearly  all  conditions  of  outside  temper- 
ature and  wind  action.  It  is,  however,  considerably 
more  expensive  than  the  gravity  indirect  system.  The 
additional  apparatus  required,  such  as  automatic  feed 
pumps,  fan,  engine,  temperature  control,  etc.,  is  not 


only  more  complex  but  also  much  easier  to  get  out  of 
adjustment  and  requires  a  more  experienced  janitor  to 
operate  it. 

For  a  building  containing  not  more  than  ten  or  twelve 
classrooms,  the  basement  being  given  up  to  sanitaries 
and  playrooms,  thus  permitting  the  heating  chambers 
to  be  conveniently  located  directly  under  the  warm  air 
flues,  the  gravity  indirect  system  can  be  installed  and 
yield  satisfactory  results.  If,  however,  it  is  desired  to 
use  part  of  the  basement  for  such  purposes  as  cooking, 
manual  training  and  the  like,  which  require  the  same 
air  supply  and  temperature  regulation  as  regular  class- 
rooms, the  plenum  system  is  preferable  for  two  reasons : 
First,  the  space  required  for  the  gravity  chambers  will 
badly  interfere  with  the  satisfactory  planning  of  tin- 
rest  of  the  basement ;  and,  second,  there  is  no  way  of 
providing  a  suitable  arrangement  of  mixing  dampers 
and  air  supply  to  these  basement  rooms,  except  by  in- 
stalling small  fans  or  blowers. 

The  location  of  the  schoolhouse  should  have  consid- 
erable influence  in  the  selection  of  the  system  to  be  in- 
stalled. No  difficulty  will  be  experienced  in  obtaining 
skilled  help  to  operate  the  apparatus,  or  making  quick 
repairs  in  case  of  a  sudden  breakdown,  in  a  city  school ; 
but  if  located  in  a  thinly  settled  community  where  re- 
pair parts  can  not  be  readily  obtained  and  a  competent 
janitor  is  an  uncertain  proposition,  the  failure  of  some 
of  the  automatic  apparatus  in  severe  weather  would 
entail  considerable  annoyance  and  a  possible  closing  o.f 
the  school. 

The  next  step  in  the  design  is  the  location  of  all  of 
the  heat  and  vent  ducts,  and  it  is  very  important  to  have 


FIG.  5 


MODERN    SCHOOL    HOUSES 


WH6RS  CEILINGS  A**.  OVE«-   IO  FROM  £ 

Aa  T1SD  TOGtTWEA,  AND  TO  W 
F     8'-k"   FROM    FI-.30B.-      x.»nA^<:L,p 


FIG.  6 — SHORT   HOPPER  CLOSET 

those  for  the  classroom  properly  placed  so  as  to  obtain 
a  thorough  and  complete  circulation  of  the  air  and  heat 
throughout  the  room.  Figs,  i,  2  and  3  show  satisfac- 
tory arrangements. 

In  each  case  the  bottom  of  the  heat  inlet  is  about  Sy2 
feet  above  the  floor,  allowing  the  room  to  be  12  feet 
high,  and  the  vent  outlet  is  at  the  floor. 

In  some  instances  the  ducts  for  two  sets  of  rooms 
can  be  grouped  together.  By  referring  to  the  floor 
plans  of  the  Nathan  Hale  and  Edward  Everett  School, 
the  advantage  of  this  arrangement  is  at  once  apparent. 
In  the  case  of  the  first  mentioned  school  it  brings  two 
sets  of  indirect  stacks  together  in  a  single  chamber.  In 
the  other  school  it  decreases  the  number  of  branch 
ducts.  Special  care  should  be  observed  in  placing  the 
indirect  stacks  in  the  right  position  at  the  base  of  the 
air  ducts.  They  should  be  located  so  that  the  warm 
air  will  pass  up  on  the  front  or  room  side  of  the  duct 
and  the  cold  air  used  for  mixing  will  pass  up  on  the 
rear  side.  If  placed  in  the  opposite  direction  so  that 
the  warm  air  rises  on  the  rear  side  of  the  duct,  cold 
draughts  will  be  felt  when  the  mixing  dampers  are  in 
certain  positions. 

Additional  ducts  should  be  provided  for  removing 
the  foul  air  from  the  wardrobes,  corridors,  master's, 


teachers'  and  nurses'  rooms.  It  is  not  necessary  ordi- 
narily to  incur  the  extra  expense  of  providing  separate 
air  supply  for  rooms  of  this  character.  In  the  accom- 
panying drawings  the  door  of  each  wardrobe  which  is 
situated  farthest  from  the  vent  duct  is  sawed  off  about 
two  inches  at  the  bottom,  thus  providing  an  opening 
through  which  air  from  the  classroom  may  pass  to  re- 
place the  foul  air  drawn  out.  The  vent  flues  from  the 
sanitaries  should  be  carried  up  separately  to  the  tops 
of  the  main  ventilators.  They  should  be  so  located 
that  the  horizontal  runs,  particularly  from  the  fixtures 
in  the  basement,  are  as  short  as  possible.  One  fre- 
quently finds  the  chimney  made  of  heavy  boiler  iron 
and  set  in  a  rectangular  brick  flue,  the  space  around  the 
chimney  being  used  as  a  toilet  vent  stack.  Several  cases 
have  recently  come  under  the  writer's  observation 
where  the  iron  has  been  almost  entirely  rusted  through, 
due  probably  to  the  action  of  the  damp  air.  This 
method  is  not  recommended.  An  aspirating  coil  of 
sufficient  size  placed  at  the  base  of  the  flue,  just  above 
the  inlet,  or  a  series  of  rising  pipes  is  more  satisfac- 
tory. 

Vertical  flues  may  be  built  either  of  brick,  terra  cotta 
blocks  or  galvanized  iron.  When  built  of  masonry  care 
must  be  taken  to  have  the  joints  on  the  inside  laid  as 
smooth  as  possible  to  prevent  loss  by  friction.  Galvan- 
ized iron  ducts  are  usually  furred  in  with  metal  lath 
and  then  plastered. 

The  smaller  vent  ducts  from  the  wardrobes,  teach- 
ers' and  master's  rooms  and  the  like,  should  be  prefer- 
ably of  galvanized  iron  and  may  be  offset  in  the  attic 
space  to  enter  the  main  vent  outlets. 

The  horizontal  ducts  radiating  from  the  fan,  in  con- 
nection with  the  plenum  system,  are  usually  built  of 
galvanized  iron  if  carried  on  the  basement  ceiling.  A 
better  method  is  to  run  them  beneath  the  basement  floor, 
making  them  of  brick  or  concrete,  and  thereby  permit- 
ting the  height  of  the  general  basement  to  be  reduced. 
Where  a  gravity  system  is  to  be  installed  the  location 
of  the  heating  chambers  should  be  the  first  step  in 
planning  the  basement.  The  most  satisfactory  arrange- 


•SECTION- 


FIG.   7— SLATE  URINAL 


MODERN   SCHOOL    HOUSES 


•Pi-Art- 


FU.J 


4^  5R AM  LOCM. 


\ 


o  TI.EY 


SIDE 


FIG.  8 — TEACHERS'  CLOSET 

merit  is  to  build  them  of  brick  with  8-inch-thick  walls, 
which  will  also  serve  to  support  the  radiators.  A  ref- 
erence to  the  basement  plan  and  detail  sheet  of  the 
Nathan  Hale  School  will  give  one  an  idea  of  the  size 
and  arrangement  and  also  details  of  construction.  The 
boiler  room  ought  to  be  centrally  located,  but  at  the 
same  time  there  must  be  easy  access  to  the  street  for 
removing  the  ashes.  A  coal  room  adjoining  the  boiler 
room  and  large  enough  to  contain 
a  year's  supply,  with  a  driveway  to 
permit  teams  to  reach  the  chute  and 
thus  do  away  with  the  necessity  of 
handling  it  with  baskets,  will  sim- 
plify the  fuel  question.  An  allow- 
ance of  ten  tons  of  coal  per  class- 
room and  43  cu.  ft.  per  ton  will 
give  the  required  contents  of  the 
room,  bearing  in  mind  that  the  coal 
cannot  be  piled  up  to  the  ceiling. 
If  horizontal  return  tubular  boilers 
are  installed,  a  space  in  front  equal 
to  the  length  of  the  tubes  is  neces- 
sary in  order  to  permit  their  with- 
drawal in  case  of  repairs.  It  is 
well  to  allow  a  distance  of  four  feet 
at  the  rear  for  piping  up  the  return 
connections.  A  solid  foundation  is 
absolutely  necessary  to  sustain  the 
boilers,  and  an  examination  should 
always  be  made  of  the  character  of 
the  soil  to  determine  whether  piling 
is  necessary.  If  the  ground  is  wet. 
waterproofing  may  be  required. 
The  height  of  the  boiler  room  will 
depend  upon  the  size  of  the  boilers 
and  may  range  from  fourteen  to 
seventeen  feet  in  the  clear.  The 
determining  factor  is  the  distance 
between  the  water  line  of  the  boiler 
and  the  bottom  of  the  lowest  stack 


26 


of  radiators,  which,  in  a  gravity  system,  should  be  at 
least  three  feet,  and  preferably  more. 

Avoid  placing  the  boilers  or  any  of  the  other  appar- 
atus in  a  poorly  lighted  place.  Provide  plenty  of  win- 
dows to  give  air  and  light,  and  encourage  the  janitor  to 
keep  the  premises  clean.  The  most  satisfactory  floor 
for  both  the  boiler  and  coal  room  is  made  of  paving 
brick  laid  on  edge  and  grouted.  A  floor  drain  will  en- 
able the  fireman  to  keep  things  tidy  with  the  least 
amount  of  effort. 

By  exercising  some  ingenuity  the  fan  and  engine 
room  may  be  located  close  to  the  boiler  rooms.  Plenty 
of  space  should  be  allowed  in  front  of  the  engine  cylin- 
ders so  that  the  head  may  be  taken  off  and  the  piston 
withdrawn.  If  the  engine  is  belted  to  the  fan,  keep  the 
belt  centers  at  least  ten  feet  apart. 

The  schoolhouse  being  ordinarily  symmetrical,  it  is 
well  to  place  the  fan  so  that  the  discharge  will  lie  along 
the  axis  of  the  building  and  thus  deliver  an  equal  quan- 
tity of  air  in  either  direction.  The  primary  chamber, 
which  naturally  adjoins  the  fan  room,  ought  to  have  the 
fresh  air  inlet  so  located  that  dust,  leaves,  etc.,  cannot 
be  drawn  in.  It  is  preferable  to  have  the  intake  over  a 
grass  plot,  and  at  the  rear  of  the  building,  to  avoid  the 
dusty  street.  In  thickly  settled  localities  it  may  be  nec- 
essary to  construct  a  shaft  to  take  the  air  from  a  point 
well  above  the  ground.  In  such  a  case  the  architect 
will,  of  course,  avoid  placing  it  near  the  toilet  vent  out- 
lets or  the  chimney.  By  providing  doors  in  the  wall  of 
the  primary  chambers  below  the  heater,  air  may  be 
taken  from  the  basement  in  the  morning,  thus  permit- 


BAREMENT  PLAN 


PARKER,   THOMAS   &    RICE 
ARCHITECTS 


MODERN   SCHOOL   HOUSES 


NATHAN    HALE   SCHOOL 
BOSTON,    MASS. 


FIRST  FLOOR  PLAN 


ting  the   school   building  to   be   heated   to   the   proper 
temperature  without  too  much  loss  of  time. 

DESCRIPTION    OF    THE    HEATING    AND    VENTILATING 
APPARATUS  IN  THE  NATHAN  HALE  SCHOOL. 

The    Nathan    Hale   School,   situated   on    Cedar   Street, 


Roxbury,  is  a  lower  elementary 
school  containing  twelve  class- 
rooms, and  is  of  fireproof  con- 
struction throughout.  The  archi- 
tects of  the  building  were  Parker, 
Thomas  &  Rice,  of  Boston.  The 
heating  and  ventilating  apparatus 
was  designed  by  the  Schoolhouse 
Department  under  the  direction 
of  the  writer.  On  account  of  the 
size  of  the  building  and  the  fact 
that  there  were  no  classrooms  in  the 
basement,  a  low  pressure  gravity 
return  heating  system  was  installed. 
There  are  two  horizontal  return 
tubular  boilers  each  54  inches  in 
diameter,  15  feet  3  inches  long  and 
containing  60  charcoal  iron  tubes  3 
inches  in  diameter  and  14  feet  long. 
The  heating  surface  is  approxi- 
mately .749  square  feet  for  each 
boiler.  Shaking  grates  were  fur- 
nished, each  having  an  area  of  22J4 
square  feet.  A  damper  regulator 
is  provided  to  maintain  a  steam 
pressure  of  from  2  to  5  pounds  on 
the  system,  although  circulation 
will  take  place  even  when  no 
pressure  is  shown  on  the  gauge. 
The  safety  valves  conform  to  the 
requirements  of  the  Massachu- 
setts District  Police,  and  are  set  to  blow  at  15  pounds 
pressure. 

A  hot  water  tank  is  installed  near  the  front  of  the 
boilers,  having  a  capacity  of  95  gallons  and  containing 
a  brass  pipe  coil  under  the  control  of  an  automatic  tank 
regulator. 


PARKER,  THOMAS   &  RICE 
ARCHITECTS 


r 

::i-      «a-«4fflBl  k\ 


SE:X>ND  FLOOR  PLAN 
NATHAN  HALE  SCHOOL,  BOSTON,  MASS. 


ROOF   PLAN 
MESSRS.    PARKER,  THOMAS   4   RICE,  ARCHITECTS 


MODERN  SCHOOL  HOUSES 


EDWARD  EVERETT  SCHOOL  f  ASEMENT   PLAN 

BOSTON,    MASS. 


MR.   EDW.  T.   P.  GRAHAM 
ARCHITECT 


The  radiation  is  as  follows : 

Pipe  coils   179  square  feet 

Vent  flue  surface 280 

Direct  radiators   1 166%     ' 

Indirect   radiators    4800 

Foot  warmer  radiators 240        "        " 

Total    6665%     " 

In  the  vent  flue  from  each  classroom  is  placed  a  ra- 
diator containing  20  square  feet.  Each  wardrobe  vent 
has  a  riser  of  ij^-inch  pipe. 

The  vent  duct  from  each  basement  toilet  room  is  pro- 
vided with  an  aspirating  coil  having  20  square  feet. 


The  classrooms  are  all  heated  by  indirect  radiators 
placed  in  brick  chambers  in  the  basement.  A  cast-iron 
door  opening  into  the  basement  is  furnished  for  each 
chamber,  to  be  used  for  night  circulation  when  the 
fresh  air  windows  are  closed. 

Classrooms  with  one  exposure  each  have  360  square 
feet  of  radiation ;  those  with  two  exposures  having  420 
square  feet.  The  stack  for  each  room  is  divided  into 
three  sections.  In  the  first  floor  corridor  are  two  foot 
warmers,  each  containing  120  square  feet  of  indirect 
radiators,  suspended  from  the  basement  ceiling  and  en- 


FIRST  FLOOR  PLAN 


SECOND   FLOOR    PLAN 


EDWARD    EVF.RETT    SCIIiioL 


BOSTON,    MASS. 


28 


MODERN    SCHOOL   HOUSES 


closed  in  galvanized  iron.    They  are  arranged  as  shown      by  galvanized  iron  ducts  which  are  increased  in  size  so  as 
in  the  detail  drawing.  to  be  equal  to  the  area  of  the  branches,  as  shown  in 

The  piping  system  is  laid  out  in  such  a  manner  that  Fig.  6.  From  the  space  back  of  the  urinal  slabs  branch 
all  of  the  aspirating  coils  except  those  for  the  sanitaries  ducts  are  run  as  shown  in  Fig.  7,  with  an  allowance  of  8 
may  be  closed  off.  This  is  for  use  in  extreme  weather  square  inches  of  duct  area  for  each  lineal  foot  of  slab, 
and  at  night.  In  Fig.  8  is  shown  the  method  of  ventilating  the  in- 

dividual closets.  Shut-off  dampers  are  placed  in  the 
main  ducts,  which  may  be  closed  at  night  in  extreme 
weather. 

DESCRIPTION  OF  THE  HEATING  AND  VENTILATING 
APPARATUS  IN  THE  EDWARD  EVERETT  SCHOOL 

The  Edward  Everett  School,  which  is  located  on 
Pleasant  Street,  Dorchester,  is  an  upper  elementary 
school,  having  fourteen  classrooms  and  an  assembly 
hall.  There  is  also  in  the  basement  a  cooking  room  and 
a  room  devoted  to  manual  training.  This  building  is 
also  of  fireproof  construction.  The  classrooms  are  each 
29  feet  long,  23  feet  wide,  12  feet  6  inches  high,  and  it 
will  seat  44  pupils.  The  general  basement  was  orig- 
inally planned  to  be  10  feet  6  inches  high  in  the  clear 
and  the  boiler  and  coal  rooms  16  feet  high.  These 
dimensions  were  later  reduced  6  inches.  Mr.  E.  T.  P. 
Graham,  of  Boston,  was  the  architect  of  the  building, 
and  the  heating  and  ventilating  plans  were  prepared  by 
the  Schoolhouse  Department. 

A  plenum  system  was  installed  for  the  reason  men- 
tioned earlier  in  the  article  for  a  building  of  this  char- 
acter. The  two  horizontal  return  tubular  boilers  are 
each  60  inches  in  diameter,  17  feet  4  inches  long  and 
contain  72  charcoal  iron  tubes  3  inches  in  diameter  and 
16  feet  long.  The  heating  surface  of  each. boiler  is 
about  1,012  square  feet.  The  shaking  grates  each  con- 
tain an  area  of  27^2  square  feet  and  are  arranged  to 
burn  soft  coal.  A  brass  interval  feed  pipe  is  provided 
for  each  boiler,  and  there  are  two  manholes,  one  in  the 
top  of  the  shell  and  the  other  in  the  front  head  under 
the  tubes.  The  safety  valves  are  set  to  blow  at  40 
pounds  pressure.  Fire  tools,  machinists'  tools  and  a 
brass  oiler  set  are  supplied  for  the  engineer.  A  damper 
icgulator  and  a  hot  water  tank  are  furnished  as  in  the 
Nathan  Hale  School.  There  is  also  a  small  hot  water 
heater  for  use  when  the  large  boilers  are  not  in  opera- 
tion, as  it  is  necessary  to  have  a  supply  of  hot  water 
for  the  nurse's  room  during  the  entire 'season. 


EDWARD    EVERETT    SCHOOL,    BOSTON,    MASS. 

All  piping  in  the  basement  and  attic  as  well  as  the 
risers  and  also  the  smoke  flue  and  hot  water  tank  are 
covered. 

The  classrooms  are  each  30  feet  long,  20  feet  wide,  12 
feet  high  and  contain  43  occupants. 

The  system  is  designed  to  provide  30  cubic  feet  of 
air  per  minute  to  each  occupant,  and  the  air  supply  to 
each  classroom  is  therefore  approximately  1,300  cubic 
feet  per  minute.  The  heat  and  vent  flues  to  the  class- 
rooms and  the  vertical  vent  flues  from  the  sanitaries  and 
corridors  are  built  of  brick.  The  vent  ducts  from  the 
wardrobes,  teachers'  room  and  nurses'  room  are  galvan- 
ized iron,  and  crossing  overhead  in  the  attic  space  enter 
the  brick  ventilators.  The  heat  ducts  are  24  inches  by 
32  inches  and  the  openings  into  the  classrooms  30  inches 
by  36  inches.  The  vent  ducts  from  the  classrooms  are 
each  24  inches  by  30  inches  and  from  the  wardrobes  12 
inches  by  14  inches.  The  typical  sections  through  the 
heat  chambers  and  flues  clearly  indicate  the  method  of 
controlling  the  volume  of  air  to  and  from  the  rooms. 
The  dampers  in  the  bottom  of  the  stack  casings  regulate 
the  air  supply  to  the  stacks,  and  the  volume  dampers  in 
the  vent  ducts  can  be  adjusted  to  obtain  the  required 
outflow.  For  closing  the  system  at  night  there  are  large 
dampers  in  the  main  vent  ducts  operated  by  chains  ex- 
tending to  the  basement. 

No  guards  or  registers  are  placed 
over  the  heat  and  vent  openings  in  the 
classrooms.  At  each  vent  opening  the 
floor  and  baseboard  are  carried  into 
the  back  side  of  the  duct  and  the  pres- 
ence of  any  dirt  is  at  once  apparent. 
The  heat  openings  have  horizontal  de- 
flectors made  of  galvanized  iron  and 
painted  to  match  the  walls  of  the  room. 
These  openings  are  shown  in  Fig.  4 
and  Fig.  5. 

A  separate  system  of  toilet  vent 
ducts  is  run  from  the  fixture  to  the 
top  of  the  building.  The  water  closets 
in  the  basement  sanitaries  are  of  the 
short  hopper  type,  each  having  at  the 
back  an  outlet  10  square  inches  in  area. 
These  openings  are  connected  together 


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EDWARD  EVERETT   SCHOOL,   BOSTON,    MASS. 


MODERN   SCHOOL   HOUSES 


A  steam  pressure  of  25  pounds  is  carried  in  the  boil- 
ers to  operate  the  engine  and  pumps.  This  is  reduced 
from  2  to  5  pounds  for  the  heating  system,  which  also 
receives  the  exhaust  steam  from  the  engine.  An  -oil 
separator  and  a  back  pressure  valve  are  installed,  and 
provision  is  made  for  the  engine  to  exhaust  directly  into 
the  atmosphere  whenever  necessary.  While  the  engine 
is  running  the  condensation  from  the  entire  system  is 
returned  to  a  closed  tank  in  the  boiler  room,  and  by 
means  of  a  float  valve  it  is  automatically  delivered  to  the 
boilers  by  feed  pumps  which  are  arranged  in  duplicate. 
There  is  also  a  gravity  return  connection  to  the  boil- 
ers for  use  at  night  and  whenever  the  engine  is  not  be- 
ing run. 

Fresh  air  is  taken  into  the  building  at  the  rear  and  is 
drawn  through  a  primary  heater  consisting  of  drum  pin 
indirect  radiator  sections  connected  in  groups.  The 
temperature  of  the  air  is  controlled  by  mixing  dampers 
operated  by  a  thermostat  in  the  main  duct.  An  8- 
foot,  three-quarter  housing,  steel  plate  fan  direct  con- 
nected to  a  12-inch  by  8-inch  low  pressure  center  crank 
engine,  delivers  the  air  to  a  series  of  underground  ducts, 
built  of  concrete,  which  supply  the  vertical  risers  to  the 
various  rooms.  A  supplementary  heater  enclosed  in 
galvanized  iron  and  suspended  from  the  basement  ceil- 
ing is  placed  in  each  fresh  air  riser  and  is  under  the 
control  of  a  thermostat  in  the  room.  The  assembly  hall 
is  warmed  and  ventilated  in  a  similar  manner  and,  in 
addition,  has  direct  radiators  placed  under  the  windows 
and  connected  to  additional  thermostats.  When  not  in 
use  the  air  supply  is  shut  off  by  dampers  and  the  room" 
kept  at  the  proper  temperature  by  the  direct  radiators. 
The  foul  air  is  withdrawn  from  the  rooms  through  vent 
ducts  which  run  to  the  attic  space  and  gather  into  three 
main  ventilators  that  extend  above  the  roof.  No  hoods 
are  provided  over  the  tops  to  keep  out  the  weather,  there 
being  instead  a  copper  pan  12  inches  deep  located  at  the 
base  of  each  ventilator,  as  shown  on  the  cross  sectional 
drawing,  and  provided  with  a  drain,  connecting  with  the 
conductor  system.  Adjustable  deflectors  are  placed  in 
the  air  ducts  wherever  branches  are  taken  off.  There 
is  a  volume  damper  at  the  base  of  each  fresh  air  riser 
that  is  set  so  as  to  intercept  the  proper  quantity  of  air 
for  the  room.  The  vent  flue  from  each  classroom  and 
those  from  the  assembly  hall  have  volume  dampers  sim- 
ilar to  the  arrangement  at  the  Nathan  Hale  School, 
which  are  adjusted  to  allow  the  passage  of  the  proper 
quantity  of  air. 

Large  dampers  are  placed  in  the  main  vent  ducts  in 
the  attic  space  and  connected  to  diaphragms  operated  by 
air  pressure  from  the  automatic  temperature  regulating 
system,  and  controlled  by  brass  cocks  on  a  switchboard 
in  the  boiler  room.  This  permits  the  building  to  be 
closed  up  tight  at  night.  Aspirating  coils  are  placed  in 
all  vent  ducts  as  in  the  school  previously  described. 

( )n  the  basis  of  45  occupants  in  each  classroom  and 
52  in  each  of  the  two  basement  rooms,  and  allowing 
30  cubic  feet  of  air  per  minute  for  each  occupant,  there 
will  be  required  for  ventilation  an  air  supply  of  22,020 
cubic  feet  per  minute.  .At  a  speed  of  105  revolutions  the 
fan  will  furnish  22,400  cubic  feet  of  air  per  minute. 
When  the  assembly  ball  is  in  use  the  speed  of  the  fan 
is  increased  to  127  revolutions. 


All  of  the  air  ducts,  with  the  exception  of  those  which 
are  below  the  basement  floor,  are  made  of  galvanized 
iron.  Provisions  were  made  when  laying  out  the  steel 
framing  to  have  spaces  left  to  receive  them.  By  re- 
ferring to  the  cost  schedule  it  will  be  seen  that  the  sheet 
metal  work  represents  a  considerable  part  of  the  total 
cost.  In  the  buildings  which  have  been  recently  de- 
signed it  is  proposed  wherever  possible  to  have  the  ducts 
built  of  masonry  instead  of  metal. 

The  radiation  was  installed  in  accordance  with  the 
following  schedule : 

Pipe  coils   376  square  feet 

Vent  Hue  radiators  480 

Direct  radiators   1870^2 

Supplementary  radiators   2640 

Primary  radiators   1920 

Foot  warmer  radiators 240 

Total    7526^     " 

The  primary  stack  is  made  of  drum  pin  indirect  ra 
diators  arranged  in  groups.    The  supplementary  radia- 
tors consist  of  the  regular  indirect  pin  radiator  sections. 

As  stated  above,  the  temperature  of  the  classrooms  is 
controlled  by  automatic  heat  regulation.  Two  air 
pumps  are  installed,  one  driven  by  steam  and  one  by 
water  pressure,  to  prevent  shutting  down  the  system 
in  the  case  of  the  failure  of  either  pump. 

By  referring  to  the  drawings  it  will  be  seen  that  pro- 
vision has  been  made  to  receive  a  year's  supply  of  coal. 
The  ashes  are  easily  removed  by  an  iron  crane  fitted 
with  a  rope  hoist,  and  there  is  but  a  short  haul  to  the 
sidewalk. 

The  contract  price  for  installing  the  apparatus  in 
the  Nathan  Hale  School  was  $6,667,  which  was  made  up 
of  the  following  items: 

Boilers,  castings  and  grates $1,230 

Boiler  setting  600 

Boiler  trimmings   70 

Tools,  coal  wagon,  hose,  etc 91 

Damper   regulator   40 

Hot  water  tank  and  regulator 115 

Thermometers    IS 

Blowoff  tank  40 

Paper  burner  55 

Indirect  radiators    825 

Direct  radiators   230 

Vent  flue  radiators 70 

Pipe  coils   46 

Radiator  valves  and  air  valves 100 

Gate  valves  225 

Brass  pipe  and  fittings 75 

Iron  pipe  fittings 500 

Iron  beams  and  hangers 100 

Galvanized  iron  work  and  smoke  pipe 1,150 

Pipe  covering    375 

Painting    and    bronzing 30 

Labor  and  car  fares 625 

Freight  and  cartage 60 

Total    6,667 

The  apparatus  in  the  Edward  Everett  School  cost 
815.542,  according  to  the  following  schedule: 

Boiler  castings  and  grates $1,900 

Boiler  setting    9°° 

Boiler  trimmings   7° 

Tools,  coal   wagon,   hose,  etc no 

Damper  regulator  5° 

Hot  water  tank  and  coil 105 

Thermometers    21 

Blowoff  tnnk   4° 

Paper   burner    80 

Indirect    radiators    1,100 

Direct  radiators   4°° 

Vent  flue  radiators 15° 


MODERN    SCHOOL   HOUSES 


Pipe  coils   150 

Radiator  valves  and  air  valves 215 

Gate  valves  600 

Bras^  pipe  and  fittings 150 

Iron  pipe  and  fittings 1,246 

Extra  gauges   80 

Receiving  tanks,  pumps  and  governor 400 

Iron  beams  and  hangers 150 

Galvanized  iron  work  and  smoke  pipe 3,400 

Painting    and    bronzing 60 

Pipe  covering   800 

Labor  and  car  fares 1,125 

Reducing  valve,  back  pressure  valve  and  water 

relieve  valve  and  steam  trap 45 

Oil  separator  and  exhaust  head 70 

Fan  and  engine 750 

Automatic   temperature    control l,3OO 

Cartage    75 


Total    $15,542 

Calling  the  assembly  hall  in  the  Edward  Everett 
School  equivalent  to  two  classrooms  and  including  the 
manual  training  room  and  cooking  room  we  have  an 
i8-room  building.  The  comparative  cost  of  the  appa- 
ratus in  the  two  schoolhouses  is  as  follows : 

Cost  per 

sq.  ft.  of 

radiation. 

$1.00 

2.07 


Name  of  Sq.  ft.  of 

school.  radiation. 

Nathan  Hale 6,665% 

Edward    Everett...  7,5265/2 


No.  of 
class- 
rooms. 

12 

18 


Cost  per 
class- 
room. 

$555-6o 
863.44 


S 


ANITATION    OF    THE    MODERN 
SCHOOL    BUILDING 

By  LEO  H.  PLEINS 


In  this  age  of  progress,  improvement  in  material 
entering  into  the  construction  of  buildings  is  of  such 
common  occurrence  that  few,  indeed,  pause  for  a  mo- 
ment to  consider  the  extent  of  the  improvements  that 
have  been  made  in  any  special  line,  compared  with  what 
existed  but  a  few  years  ago. 

The  assertion  has  been  made,  and  its  accuracy  ap- 
pears probable,  that  no  class  of  material  entering  into 
the  construction  of  buildings  has  been  more  improved 
or  brought  to  a  higher  standard  than  sanitary  plumb- 
ing. That  there  was  great  room  for  improvement  in 


plumbing  appliances  is  true,  but  it  is  also  true  that  as 
great  energy,  skill  and  the  scientific  application  thereof 
has  been  expended  in  this  most  important  branch  for 
real  improvement  as  in  any  other  direction  that  could  be 
indicated. 

This  statement  being  correct,  let  us  devote  a  little 
time  to  consider  where  this  improvement  is  especially 
noticeable,  and  for  such  illustrative  purpose  we  can  take 
no  better  example  than  the  modern  sanitation  of  our 
public  school  buildings. 

It  is  but  a  few  years  since  the  feeling  became  general 
throughout  the  country  that  the  sanitary  conditions  of 
schools  needed  immediate  attention  and  radical  changes. 
Frequent  epidemics,  traceable  to  unsanitary,  malodorous 
toilet  rooms,  were  recorded  and  conditions  found  due  to 
fouled  and  inoperative  range  closet  systems  of  both  the 
dry  heated  air  and  water-flushed  type.  That  changes 
must  be  effected  at  once,  if  the  lives  of  our  children 
were  not  to  be  placed  in  jeopardy,  was  recognized  by 
school  boards,  architects  and  engineers,  and  it  was  due 
to  their  united  efforts,  combined  with  the  skill  and  intel- 
ligence of  the  leading  manufacturers  of  sanitary  appli- 
ances of  the  country,  that  the  remarkable  advancement 
existing  to-day  was  brought  about. 

The  first  step  recognized  as  absolutely  necessary  was 
the  abolition  of  the  range  closet  system  and  the  adop- 
tion of  an  individual  type  water-flushed  fixture  of 
proper  form  and  construction.  Then  began  the  evolu- 
tion of  the  individual  type  arid  a  practical  advancement 
from  closets  technically  known  as  hopper  and  trap, 
combined  hopper  and  trap,  to  the  siphon  jet  and  com- 
bined hopper  and  trap  with  jet  action  type.  The  two 
latter  types,  known  as  washdown  with  jet  and  siphon 
jet,  are  the  ones  used  to-day,  and  of  these  we  will 
particularly  speak. 

The  first  individual  closets  were  equipped  with  cis- 
terns or  flushing  tanks  operated  by  hand  pull,  or  an 
automatic  flushing  tank  operating  at  set  intervals.  It 
soon  became  apparent  that  it  was  necessary  to  provide 
some  other  method  of  flushing  the  fixtures;  the  hand 
pull  was  not  satisfactory,  owing  to  the  forgetfulness  of 


HIGH    SCHOOL,  ORANGE,  N.  J. 


MESSRS.   HALE  &  ROGERS,  ARCHITECTS 


MODERN    SCHOOL    HOUSES 


SCHOOL  AT   POMFRET,   CONN. 

children ;  the  automatic  flushing  at  set  intervals  was  not 
sanitary  unless  the  flushing  was  practically  continuous, 
and  this  meant  a  great  waste  of  water,  the  conservation 
of  which  is  such  an  important  item.  This  brought  about 
the  introduction  of  what  was  known  as  the  "chain,"  and 
subsequently  the  "rod-acting,  seat-operating"  device,  by 
means  of  which  the  flushing  was  accomplished  when  the 
seat  was  depressed,  which  action  caused  a  chain  or  a 
rod  attached  to  the  rear  of  the  seat  to  operate  the  flush- 
ing device  of  the  cistern.  It  required  only  a  short  time 
to  prove  that  the  rod  action  was  not  satisfactory  from 
a  mechanical  standpoint,  as  greater  durability  and  sim- 
plicity than  that  possessed  by  this  device  was  required. 
The  principle  of  flushing  the  fixture  by  means  of  de- 
pressing the  seat  was  found  most  satisfactory,  however, 
and  this  was  one  of  the  causes  for  the  production  of  an 
automatic  seat-operating  valve  closet  which  met  the  re- 
quirements of  school  and  public  work  most  fully  in 
every  respect.  The  general  adoption  of  this  method  of 
flushing  proved  its  value  as  an  effective  and  thorough 
Hushing  device  and  most  economical  in  the  consumption 
of  water,  an  important  item,  and  one  which  until  re- 
cently did  not  receive  the  consideration  it  deserved. 

\long  with  the  improvements  in  closet  and  methods 
of  flushing  came  the  provision  for  ventilating  closet 
liouls  above  the  water  line.  Various  types  resulted,  but  it 
was  found  that  vents  2  inches  in  diameter,  the  size  first 
used,  were  too  small,  as  they  became  clogged.  The 
construction  of  bowls  was  therefore  modified  to  permit 
\nit-  of  ^  inches  diameter  and  over  being  constructed. 
Such  fixtures  are  in  use  to-day.  The  objections  found 
in  regard  to  the  2-inch  vents  have  been  reduced  some- 


MR.   ERNEST   FLAGG,   ARCHITECT 

what  by  increasing  the  size.  Still,  experience  lias 
proved  that  unless  such  vents  are  connected  to  an  ex- 
traordinarily efficient  exhaust  vent  system,  the  method 
is  not  satisfactory,  the  danger  being  that  if  the  exhaust 
be  too  strong,  it  will  cause  drafts ;  or,  if  not  strong 
enough,  it  will  fail  to  ventilate,  with  the  possibility  in 
either  case  of  openings  of  vents  in  bowls  becoming 
fouled  unless  frequently  cleaned.  This  is  not  always 
possible  on  account  of  an  insufficient  number  of  atten- 
dants, or  again,  carelessness  on  their  part  may  account 
for  unsatisfactory  results. 

That  the  ventilation  of  closet  bowls  and  toilet  rooms 
is  absolutely  necessary  is  an  unquestioned  fact,  and  the 
proper  ventilation  of  closet  bowls  and  toilet  rooms  can 
best  be  obtained  by  providing  each  closet  stall  with  a 
ventilator  of  sufficient  area  placed  a  few  inches  above 
the  bowl  that  will  remove  both  local  odors  and  ventilate 
the  room  as  well,  instead  of  confining  such  ventilation 
to  closet  bowls  only — this,  especially,  where  an  exhaust 
fan  ventilating  system  does  not  enter  into  the  scheme  of 
the  building. 

1  bringing  the  closet  question  down  to  the  present 
time,  we  have,  therefore,  to  deal  with  either  the  wasli 
down  bowl  with  jet  action,  or  siphon  jet  type  provided 
with  a  durable,  simple,  automatic  seat-operating  valve 
device,  as  the  best  adapted  to  modern  sanitary  work.  Of 
the  two  types,  the  siphon  jet  is  to  be  preferred  unques- 
tionably, but  where  cost  is  a  vital  point  to  be  considered, 
the  washdown  bowl  with  jet  may  be  substituted  with  the 
assurance  of  fairly  satisfactory  results.  The  main 
points  to  be  considered  in  the  selection  of  closets  arc 
that  thev  be  constructed  of  absolutely  non-absorbent 


MODERN   SCHOOL   HOUSES 


materials ;  walls  as  heavy  as  possible ;  waterway  not  less 
than  2l/2  inches  full  diameter,  and  not  reduced  in  area 
at  any  point.  The  water  surface  in  the  bowls  should  be 
as  large  as  possible  in  order  to  reduce  the  fouling  sur- 
face in  the  bowl  to  a  minimum,  and  it  is  for  this  very 
reason  that  the  siphon  jet  bowl  is  so  greatly  superior  to 
the  washdown  type.  The  depth  of  seal  should  not  be 
less  than  2^  inches.  The  flushing  rim  should  be  oval 
and  heavily  rolled  and  the  perforations  so  graduated  in 
size  that  the  flushing  of  bowl  is  as  uniform  as  possible 
at  the  moment  the  flush  takes  place.  All  attachments 
to  bowl,  such  as  seat,  hinges,  valves,  etc.,  should  be 
made  as  strong  as  possible  and  not  complicated,  and  the 
bowls  must  not  exceed  14  inches  in  height.  An  excel- 
lent method  to  follow  in  specifications  is  to  give  the 
weight  of  bowls,  size  of  waterway,  area  of  water  sur- 
face, depth  of  seal,  weight  of  trimmings,  etc.,  and  pro- 
vide a  clause  requiring  that  all  vitreous  earthenware  be 
of  the  best  hard-fired  sanitary  vitreous  china,  stamped 
with  the  trade-name  of  the  manufacturer  under  the 
glaze,  and  the  ware  guaranteed  against  crazing  or  dis- 
coloration. 

Thus  briefly  concluding  the  main  desirable  feature  of 
closet  bowls,  let  us  consider  their  proper  grouping  in 
the  toilet  rooms.  Closet  stalls  may  be  of  wood,  slate  or 
marble  to  suit  conditions.  Slate  makes  an  excellent 
and  inexpensive  sanitary  material.  In  any  event,  what- 
ever material  is  used,  the  arrangement  may  be  the  same. 
Wherever  possible,  and  we  believe  this  will  be  in  every 
case,  the  closet  stalls  should  be  arranged  in  a  double 
battery.  If  conditions  prevent,  the  stalls  may  be  ar- 
ranged in  single  row  or  battery.  In  either  case,  the 
stalls  should  be  provided  with  a  24-inch  working  space 
behind  backs,  in  which  all  tanks,  flushing  pipes,  water- 
supply  pipes,  soil  and  vent  pipes  may  be  concealed.  At 
one  end  of  working  space,  a  door  must  be  provided  so 
as  to  allow  of  admittance  for  inspection  or  repair.  If 
closets  with  local  vented  bowls  or  closet-stall  ventilators 
are  used,  the  working  space  will  also  serve  the  purpose 
of  a  vent  chamber  by  capping  the  top  of  same.  The 
connection  to  main  vent  ducts  may  be  taken  from  top, 
bottom  or  rear  of  vent  chamber  as  desired.  The  closet 
stall  partitions  should  be  kept  12  inches  above  floor  at 
the  bottom  and  from  5  feet  6  inches  to  6  feet  above 
floor  at  top ;  backs  of  stalls  should  extend  to  floor,  es- 
pecially if  working  space  is  used  as  a  vent  chamber. 

Whether  stalls  should  have  doors  or  not  is  an  open 
question.  The  tendency  at  the  present  time  in  many 
localities  is  to  omit  the  same.  Where  this  is  done  the 
stalls  need  not  exceed  3  feet  6  inches  in  depth,  other- 
wise 4  feet  6  inches  is  the  minimum.  Doors,  if  used. 


should  swing  in  and  be  so  adjusted  as  to  be  open  when 
stall  is  unoccupied.  Stalls  should  be  30  inches  wide 
on  centers  where  possible,  28  inches  is  the  least  width 
permissible. 

The  next  important  fixture  to  consider  is  the  urinal, 
which  from  a  sanitary  standpoint  requires  most  careful 
construction.  It  is  unnecessary  to  mention  the  various 
styles  of  these  that  have  been  used  in  the  past,  but  in- 
stead consider  the  types  of  the  present  time.  The  es- 
sential features  that  a  sanitary  urinal  must  possess  are 
that  the  exposed  surface  must  be  thoroughly  flushed 
as  frequently  as  possible  and  a  body  of  water  main- 
tained to  reduce  offensive  odors  to  the  lowest  degree ; 
furthermore,  the  fixtures  must  not  be  too  wasteful  in 
consumption  of  water  and,  above  all,  the  fixtures  must 
be  ventilated  efficiently. 

It  is  regrettable  that  the  most  common  type  of  urinal 
used  in  schools  to-day  does  not  possess  these  require- 
ments, being  nothing  more  than  a  slate  or  marble  slab 
with  a  galvanized  iron  gutter.  The  flushing  is  or- 
dinarily accomplished  by  means  of  a  perforated  brass 
washdown  pipe.  In  order  for  such  a  device  to  be  effec- 
tive too  much  water  is  consumed,  and  the  absence  of 
proper  ventilation  makes  it  offensive  in  the  extreme. 

A  superior  fixture  is  an  urinal  constructed  of  selected 
black  slate  and  of  the  ventilating  type  with  a  deep  solid 
porcelain  gutter,  carrying  a  standing  body  of  water  of 
not  less  than  2  inches  in  depth,  which  is  periodically 
flushed  out  by  an  automatic  siphon  trap.  The  flushing 
of  the  surface  of  backs  is  accomplished  by  means  of  a 
controllable  overflow  flushing  device  not  liable  to  be- 
come clogged  so  as  to  distribute  the  water  unevenly 
over  the  surface  of  backs.  The  bottom  of  backs  is  set 
above  the  water-line  in  gutter  and  kept  about  an  inch 
from  back  edge  of  gutter  forming  a  continuous  vent 
opening  and  thus  ventilating  the  fixture  as  well  as  the 
room  in  which  it  is  placed.  The  floor  slab  should  be 
countersunk  and  grooved  to  drain  into  the  gutter.  Such 
a  fixture  is  not  expensive  and  will  be  found  entirely 
satisfactory.  Frequently  a  fixture  as  described  is  made 
up  of  Carrara  glass  instead  of  slate  which  naturally 
makes  it  more  expensive. 

Recently  a  new  and  most  sanitary  type  of  urinal 
has  been  introduced  into  school  work.  It  is  an  urinal 
of  solid  white  glazed  porcelain,  18  inches  or  24  inches 
in  width,  42  inches  to  50  inches  high  with  a  projecting 
lipped  bottom,  sides,  back  and  top  all  in  one  piece, 
glazed  on  all  exposed  surfaces  excepting  backs  and 
having  integrant  shields  projecting  about  4  inches  from 
face  of  urinal,  thus  forming  partitions.  These  urinals 


SCHOOL  AT   IlKIAR  CLIFF    MANOR,   N.    Y. 


MR.    H.   VAN    UUKF.N    M  Ac  ION  1GLK,   AkCHITFAT 


33 


MODERN  SCHOOL  HOUSES 


are  set  together,  sides  being  ground  if  required.  The 
bases  are  let  into  floor  and  provided  with  slate,  marble 
or  porcelain  floor  slabs.  Each  urinal  has  a  nickel-plated 
brass  spray  flushing  device  or  integral  flushing  rim 
which  distributes  the  water  evenly  over  the  curved 
surface,  and  the  base  of  each  urinal  has  a  brass  strainer 
and  plug  and  is  connected  to  a  2-inch  P-trap  set  into 
or  below  the  floor.  The  flushing  is  accomplished  by 
means  of  an  automatic  tank,  set  to  operate  as  frequently 
as  desired.  Each  urinal  has  a  vent  opening  covered  by 
a  porcelain  shield  of  12  square  inches  area  near  the 
bottom  so  that  perfect  ventilation  of  the  fixture  is  as- 
sured. There  is  no  question  but  what  this  fixture  is  the 
best  and  most  sanitary  at  the  present  time. 

Standard  siphon  jet  or  similar  styles  of  vitreous 
earthenware  urinal  are  not  adapted  for  school  work. 
Toilet  rooms  should  have  floor  drains  and  traps  with 
not  less  than  3-inch  waste  outlets  with  both  solid  and 
perforated  covers. 

Among  the  most  important  fixtures  in  school  work 
are  drinking  fountains,  and  these  must,  of  course,  be 
sanitary.  The  old-style  faucet  and  trough  with  germ- 
ladened  cup  has  been  tabooed,  and  the  present  day  de- 
mands a  fountain  which  cannot  become  infected  and 
transmit  disease.  For  this  reason  the  pedestal  foun- 
tain with  porcelain  bowl  and  metal  bubbling  cup  was 
designed.  This  has  a  constantly  running  stream  of 
water  and  makes  drinking  possible  without  the  lips 
coming  in  contact  with  the  cup.  If  they  did  they  could 
not  become  infected,  as  the  cup  is  constantly  being 
washed  with  clean  water.  Some  objection  to  the  metal 
cups  was  found  on  account  of  corrosion  and  discolora- 
tion where  the  water  contained  iron  or  sulphur.  An- 
other objection  was  made  on  account  of  the  tendency 
of  mischievously  inclined  children  to  push  those  in  the 
act  of  drinking  and  thus  cause  injuries  to  lips  and  teeth 
coming  in  contact  with  the  edges  of  the  metal  cup.  Im- 
provements have  lately  been  made  in  these  cups  by  mak- 
ing them  of  vitreous  china  with  rolled  and  rounded 
edges. 

This  type  of  fountain  appears  to  be  the  best.  They 
may  be  placed  in  corridors  or  playrooms,  and  one  foun- 
tain of  this  type  will  serve  many  more  than  one  where 
cups  or  glasses  are  used.  These  fountains  may  be  pro- 
vided with  self-closing  faucets  in  order  to  be  less  waste- 
ful of  water,  the  faucet  having  a  small  opening  in 
order  to  allow  just  enough  water  to  run  continuously 
to  properly  wash  the  edges  of  cups. 

Other  styles  of  fountains  are  those  with  which  glasses 
are  used,  and  of  these  there  are  numerous  types.  Some 
are  recessed  into  walls  of  corridors  or  provided  with 
projecting  slabs  and  backs.  The  latter  are  often 
equipped  with  bubbling  cup. 

The  remaining  fixtures  required  in  the  equipment  of 
schools  are  lavatories  and  slop  sinks.  The  former 
should  be  of  non-absorbent  material,  with  slabs  with  or 
\\ithont  backs,  set  singly  or  in  batteries  as  conditions 
may  demand.  They  should  be  provided  with  self-closing 
faucets  of  a  durable  type.  Basins  should  have  some 
approved  type  of  pop-up  waste  instead  of  chain  and 
rubber  stoppers.  The  wastes  and  supplies  should  run 
to  wall  instead  of  floors  wherever  possible,  and  the  lava- 
tories be  supported  on  concealed  wall  hangers  or  wall 


brackets,  as  such  an  arrangement  prevents  the  accumu- 
lation of  dirt  underneath  the  fixtures.  Each  basin 
should  be  provided  with  a  liquid  soap  dispensing  device 
which  is  much  more  sanitary  than  the  cake  soap. 

As  a  rule,  cold  water  only  is  provided  for  lavatories. 
It  is  needless  to  say  that  a  hot-water  supply  should  be 
included  in  the  equipment,  especially  if  the  school  has  a 
gymnasium  where  showers  are  necessary. 

Janitors'  slop  sinks  may  be  of  porcelain,  enameled 
iron  or  solid  porcelain  with  integral  backs  or  roll  rim  all 
around  as  desired ;  sinks  must  be  supplied  with  hot  and 
cold  water. 

Showers  for  gymnasiums  should  have  stalls  and 
dressing  compartments  of  slate  or  marble,  with  doors 
to  dressing  stall  and  duck  curtains  protecting  openings 
between  showers  and  dressing  stalls.  The  shower  stalls 
should  not  be  less  than  3  feet  x  3  feet  inside  and  dress- 
ing stalls  3  feet  x  2  feet  6  inches.  The  shower  stair 
should  have  a  porcelain  or  slate  or  marble  countersunk 
floor  slab  with  combined  floor  drain  and  trap  in  center 
with  2-inch  waste.  The  opening  between  shower  and 
dressing  room  should  have  a  coping  of  slate  or  marble 
6  inches  high  to  prevent  water  from  splashing  on  to  floor 
of  dressing  room.  The  dressing  room  should  be  pro- 
vided with  a  seat  of  slate  or  marble ;  stalls  should  be  6 
feet  6  inches  high  above  finished  floor  and  bottom  of 
partition  should  be  let  into  floor  i  inch. 

The  showers  should  be  of  a  plain  type  with  5-inch 
cast-brass  shower  head  with  removable  face  attached 
to  a  ball  and  socket  joint  so  that  the  angle  may  be 
changed  to  suit  the  bather.  The  shower  should  be  con- 
trolled by  means  of  an  approved  type  of  non-scalding 
valve  with  check  valves  on  the  supplies,  which  should 
preferably  come  from  wall  or  ceiling  instead  of  arising 
from  the  floor. 

The  hot-water  supply  may  be  provided  for  by  the  use 
of  a  tank  and  hot-water  heater  of  suitable  capacity,  or 
a  tank  and  steam  coil  in  same  if  a  high-pressure  steam 
system  is  available.  In  the  latter  event  the  use  of  an 
instantaneous  automatic  hot-water  heater  is  preferable 
to  a  tank  with  steam  coil,  being  more  economical  in  the 
consumption  of  steam  and  having  the  advantage  in  that 
the  temperature  of  the  hot  water  can  be  better  con- 
trolled. '  Fire  standpipes  of  2  or  2>^-inch  diameter  run- 
ning from  basement  to  top  floor  with  ij^-inch  outlets 
on  each  floor  must  be  provided  for,  each  outlet  to  have 
approved  pattern  hose  reels  with  50  or  100  feet  of  un- 
lined  linen  hose  and  hose  valves. 

The  foregoing  summarizes  as  briefly  as  possible  what 
should  be  used  to  equip  our  modern  schools  in  a  sani- 
tary manner  necessary  to  properly  safeguard  the  health 
of  our  rising  generation.  Beyond  question,  sanitary 
plumbing  in  schools  also  becomes  an  unconsciously 
absorbed  lesson  in  hygiene  by  children  and  instills  into 
their  minds  in  a  forceful  manner  the  necessity  of  clean- 
liness in  all  things  as  an  aid  to  health,  comfort  and 
happiness. 

And  this  feature,  especially  in  our  larger  cities, 
where  the  school  life  and  the  home  life  offers  so  wide 
a  contrast,  is  in  itself  not  the  least  important  part  of 
education,  and  tends  to  carry  into  the  homes,  by  the 
future  heads  of  families,  a  realization  of  the  great  im- 
portance of  good  sanitation. 


34 


MODERN   SCHOOL   HOUSES 


HOW  WIND  AFFECTS  VENTILATION 

The  effect  of  wind  against  a  building  on  its  ventila- 
tion and  heating  was  ably  discussed  in  a  paper  presented 
by  .Mr.  H.  W.  Whitten,  of  Detroit,  at  a  meeting  of  the 
American  Society  of  Heating  and  Ventilating  Engineers 
at  Indianapolis.  Air.  Whitten  premised  that  the  most 
apparent  effect  is  the  inleakage  of  air  through  crevices, 
particularly  those  about  movable  windows  and  doors. 
In  cold  weather  this  inleakage  becomes  evident  in  the 
form  of  cold  draughts  which  are  often  noticeable  at 
a  distance  from  the  walls  toward  the  interior. 

The  volume  of  this  inleakage,  Mr.  Whitten  continued, 
varies  in  proportion  to  the  velocity  of  the  wind,  sizes 
of  crevices,  and  means  of  egress  of  air  from  the  build- 
ing, and  it  is  also  affected  in  a  small  degree  by  the 
pressure  exerted  by  the  expanded  warm  air  inside  of  the 
building.  This  pressure  must  be  overcome  before  the 
outside  air  can  enter.  During  the  heating  season  this 
inleaking  air,  being  of  a  lower  temperature  than  the 
inside  air  is  desired  to  be,  must  be  heated.  These 
phenomena  are  apparent  and  their  effects  are  common 
knowledge. 

Recent  investigations  have  shown,  however,  that  the 
variation  in  the  volume  of  inleakage  due  to  variation 
of  wind  velocity  is  much  greater  than  was  generally 
believed. 

The  least  apparent  effect,  and  in  the  opinion  of  Mr. 
Whitten  the  most  important,  is  the  outflow  of  warmed 
air  through  crevices  in  the  sheltered  sides  of  buildings. 
Windows  and  doors  are  constructed  with  the  primary 
object  of  excluding  draughts  from  outside,  but  are  not 
so  well  adapted  to  prevent  air  currents  escaping  from 
the  inside. 

The  wind  strikes  an  obstruction,  a  building,  is  diverted 
from  its  natural  course  and  is  forced  to  pass  by  and 
over  the  obstruction.  In  doing  this  its  speed  is  acceler- 
ated, the  parted  currents  uniting  at  some  distance  be- 
yond the  building  and  resuming  their  normal  velocity. 

This  action  produces  an  area  of  low  pressure  in  the 
lee  of  the  building  which  acts  as  a  partial  vacuum. 
This  partial  vacuum  acts  as  a  continuous  pump  on  the 
crevices  of  the  lee  sides.  As  the  pressure  of  the  in- 
side warm  air  is  naturally  outward,  the  combination  of 
this  pressure  with  the  partial  vacuum  outside  produces 
a  greater  loss  than  is  sustained  on  account  of  inleak- 
age, assuming  the  aggregate  amount  of  crevice  on  each 
side  to  be  equal.  This  loss  is  greatly  increased  when 
other  means  than  wall  crevices  are  employed  to  admit 
outer  air,  such  as  cold  air  inlets  for  hot-air  furnaces, 
supply  inlets  for  indirect  or  fan  systems,  etc.  This 
outward  flow  of  air  is  not  attended  by  disagreeable 
draughts  and,  unless  special  means  are  taken  to  detect 
it,  is  not  evident  to  the  senses. 

Mr.  Whitten  mentioned  some  tests  made  by  him  last 
winter  in  this  connection.  In  a  rectangular  school 
building  with  the  ends  facing  north  and  south  and 
stairway  windows  only  in  these  ends,  the  east  and  west 
sides  divided  into  rooms  each  having  five  5  feet  by  9 
feet  windows  with  usual  clearance  and  sills  on  a  level 
with  the  pupils'  heads  when  seated,  the  heating  was 
accomplished  by  a  fan  system  designed  to  supply  1,800 
cubic  feet  of  air  per  hour  per  pupil  with  an  inlet  veloc- 
ity of  750  feet  per  minute.  With  a  northwest  wind  of 


14.5  to  15  miles  velocity  and  a  temperature  of  33  de- 
grees, a  room  on  the  east  side  of  the  first  floor,  one  room 
removed  from  the  south  end,  showed  an  average  rate  of 
supply  of  817  feet  and  a  vent  velocity  of  340  feet  per 
minute,  inlet  and  outlet  being  of  same  size,  the  latter  at 
the  floor  and  the  former  8  feet  above  and  both  on  the 
side  of  the  room  opposite  to  the  windows. 

This  showed  a  loss  of  477  feet  per  minute.  An  air 
test  showed  10  parts  of  CO,  (carbonic  acid  gas)  in 
10,000.  It  was  noted  that  there  were  frequent  com- 
plaints from  headache  from  the  scholars.  Other  rooms 
on  the  same  side  showed  losses  of  350,  357  and  375  feet 
per  minute,  while  a  partly  sheltered  west  side  room 
showed  a  loss  of  only  160  feet,  and  another  exposed  to 
the  strongest  wind  effect  showed  a  supply  rate  of  410 
feet  and  a  vent  velocity  of  705.  The  average  tempera- 
ture of  the  east  rooms  at  breathing  level  was  73  degrees, 
and  at  the  floor  70  degrees,  and  of  the  west  rooms,  68 
degrees  and  58  degrees,  respectively. 

Another  school  building  with  an  i8-mile  wind  and 
30  degrees  outside  temperature,  heated  and  ventilated 
by  a  gravity  indirect  system,  showed  an  average  loss  of 
20  per  cent,  from  the  supply  ducts  in  the  windward 
rooms  and  an  addition  of  60  per  cent,  to  the  vent  veloc- 
ity, while  the  leeward  rooms  showed  an  increase  of  30 
per  cent,  in  the  supply  velocity  and  a  reduction  of  62 
per  cent,  in  the  vent  velocity. 

Under  other  conditions  where  there  were  a  few  cor- 
ridor windows  on  the  north  side  and  schoolroom  win- 
dows on  the  other  three  points,  the  air  supply  was  found 
to  be  2,340  feet  and  the  volume  passing  through  the 
vent  1,451  feet  per  minute. 

A  test  made  some  years  ago  by  A.  B.  Franklin,  of 
Boston,  on  a  school  building  with  a  25  to  3o-mile  wind 
blowing  toward  a  majority  of  the  windows  showed  the 
following  supply  and  discharge  of  air  in  cubic  feet  per 
minute : 

At  inlet       At  outlet 
Room  exposed   1,536  2.367 

i,533  2,307 

1,996  2,838 

2,244  2,990 

"         1,694  2,391 

568  1,154 

933  i,404 

!    partly  sheltered    2,200  2,368 

2,301  2,288 

1,602  1,773 

'    partly  exposed   2,517  2,777 

1,609  2,031 

2,253  2,762 

1,389  1,653 

In  a  high  school  building  the  question  was  raised 
whether  the  heating  contractor  had  put  in  a  competent 
fan  system.  The  supply  seemed  of  sufficient  quantity 
and  temperature,  but  the  rooms  on  the  exposed  side 
could  not  be  satisfactorily  heated.  After  shutting  down 
the  fan  the  supply  ducts  were  closed  in  the  rooms  on 
the  exposed  side  and  with  all  the  doors  and  windows 
closed  it  was  found  that  as  much  air  was  being  removed 
from  the  vents  as  the  fan  was  supposed  to  supply.  The 
wind  at  the  time  was  of  moderate  velocity. — American 
Carpenter  and  Builder. 


35 


MODERN  SCHOOL  HOUSES 


St.   Louis  Public  School  Buildings 

By  WILLIAM  B.  ITTNER,  F.  A.  I.  A. 

ARCHITECT  TO  THE  BOARD  OF  EDUCATION',   ST.   LOUIS,   MO. 


,-psHE  public-school  buildings  of  St.  Louis  are  built 
to  accommodate  all  the  grades;  that  is,  pupils 
n.ay  pass  through  all  the  grades  from  the  kindergarten 
to  the  eighth  grade,  from  which  they  are  prepared  to 
enter  the  high  or  secondary  school. 

As  a  rule  the  buildings  will  accommodate  about  1.200 
j  upils  and  contain  twenty  classrooms,  a  kindergarten 
room,  the  equivalent  of  two  classrooms,  a  room  for 
domestic  science,  a  manual  training  room,  a  principal's 
office,  two  gymnasiums  and  playrooms,  toilets  for  pupils 
and  teachers,  and  the  necessary  space  for  the  heating 
and  ventilating  apparatus,  fuel,  etc. 

In  plan  these  buildings  show  a  number  of  radical  de- 
partures from  the  conventional  type  of  school  building, 
wherein  the  central  corridor  lined  with  rooms  and  ward- 


The  classrooms  are  24  feet  wide,  32  feet  6  inches 
long,  with  a  clear  story  height  of  12  feet  6  inches;  they 
are  arranged  for  left-hand  lighting  only,  the  glass  sur- 
face in  no  case  being  less  than  one-fifth  of  the  floor 
area.  The  classrooms  accommodate  54  pupils  in  the 
lower  grades  and  intermediate  grades,  and  48  in  the 
higher  grades,  and  are  equipped  with  single  seats.  Nat- 
ural slate  blackboards  are  placed  on  the  three  inner  sides 
of  the  rooms,  are  3  feet  6  inches  in  height  and  range 
from  2  feet  in  the  lower  grades  to  2  feet  5  inches  in  the 
upper  grades  from  floor  to  the  chalk  rail. 

The  wardrobes  are  5  feet  3  inches  wide,  16  feet  long, 
and  are  provided  with  shelves  and  sixty  hooks  on  the 
side  walls,  a  portable  umbrella  rack  is  also  provided  for 
each  wardrobe.  A  bookcase  containing  dj  running  feet 


_  -. . i 


FIGURE   I 


robes  on  either  side  is  necessarily  dark  and  without  ade- 
quate ventilation.  The  effort  has  been  to  introduce  out- 
side light  into  the  main  corridor  throughout  the  greater 
part  of  its  length,  insuring  the  penetration  of  sunlight 
to  all  parts  of  the  building  during  some  part  of  the  day, 
and  to  arrange  the  wardrobes  for  outside  light.  It  will 
also  be  noted  that  wardrobes  are  entered  from  class- 
rooms only.  This  arrangement,  though  unusual,  is  found 
to  give  the  teacher  absolute  control,  adding  to  the  de- 
corum of  the  school,  as  well  as  enabling  their  perfect 
ventilation ;  the  air  current  entering  the  room  at  the 
inner  wall,  making  the  circuit  of  the  room,  passing 
through  the  opening  to  and  along  the  entire  length  of 
the  wardrobe  to  the  vent. 

The  general  plan  developed  by  these  requirements  is 
necessarily  more  or  less  similar  in  all  of  the  schools, 
approximating  in  form  the  letter  E.  In  all  cases  the 
sites  have  been  wisely  selected  to  permit  ample  space 
surrounding  the  building,  affording  generous  play- 
grounds, as  well  as  good  light  and  air. 


of  shelving,  a  bracketed  shelf  over  the  blackboard  at  the 
front  of  the  room,  and  a  picture  moulding  completes 
the  equipment  of  the  classroom. 

The  corridors  are  14  feet  wide,  with  ample  outside- 
light,  and  give  direct  access  to  all  classrooms  and  the 
stairways  on  each  floor.  Several  lines  of  flush  metal 
picture  moulding  are  provided  for  the  hanging  of  casts 
and  pictures. 

The  stairways  are  placed  at  the  ends  of  the  main  cor- 
ridor and  central  to  the  group  of  rooms  on  either  side 
of  the  central  axis  of  the  building. 

They  are  always  5  feet  wide,  with  ample  landings, 
and  are  built  with  solid  concrete  balustrades ;  the  risers 
and  skirtings  are  of  marble,  while  the  treads  are  asphalt 
i  inch  thick.  Treads  of  this  character  are  not  only  non- 
slipping  and  practically  noiseless,  but  are  easily  replaced 
when  worn  out. 

The  purchase  of  ample  sites  has  made  it  possible  to 
limit  the  height  of  the  buildings  to  two  stories.  Tin 
basements  are  15  feet  in  height  and  are  placed  well  out 


MODERN    SCHOOL   HOUSES 


of  ground.  Where  possible,  a  level  entrance  from  play- 
ground to  basement  floor  is  provided,  while  the  principal 
entrance  leads  directly  to  the  first  floor. 

The  first  and  second  stories  are  12  feet  6  inches  in 
height,  the  ceilings  unobstructed  by  beams  and  with 
window  heads  brought  directly  thereto. 

All  buildings  are  of  fireproof  construction,  except  the 
pitched  roofs,  in  which  cases,  for  economical  reasons, 
the  roots  are  of  mill  construction  covered  with  1 24- 
inch  matched  sheathing  and  tile.  All  outer  and  interior 
bearing  walls  are  of  hard  brick  laid  in  Portland  cement 
mortar.  Interior  non-bearing  partition  walls  are  of  hol- 
low tile,  and  the  buildings  are  plastered  with  cement 
plaster. 

The  floors  are  constructed  of  armored  concrete  and 


A  simple  stencil  frieze  is  provided  tor  each  classroom, 
while  the  kindergartens  are  decorated  with  mural  paint- 
ings typifying  the  life  of  childhood.  Walls  and  ceilings 
in  the  basement  are  coated  with  cold-water  paint. 

The  plumbing  is  of  the  most  approved  sanitary  type. 
Individual  seat  action  closets  are  provided  in  the  general 
toilets  in  the  basement,  and  the  emergency  toilets  on 
each  floor  for  the  pupils.  The  urinals  are  of  glass,  are 
automatically  flushed  and  are  of  the  ventilated  type. 
Special  provision  has  been  made  for  the  ventilation  of 
the  toilet  rooms.  Drinking  fountains  are  installed  in  the 
corridors  in  the  basement  and  playgrounds. 

Each  room  is  provided  with  a  self-winding  electric 
clock,  regulated  from  a  master  clock  with  program  ring- 
ing device  located  in  the  principal's  office. 


-PLAN    OF 

HEATING  N    VENTILATION 
DETAILED      .ARfcw*c*MEWT«r 
FANM    COILS     BOILER*    ETC 

CLAUDE  A  BULKLLCY 


T 


FIGURE  2 


finished  with  narrow  maple  flooring  smoothed  and  oiled. 
Ilasement  floors  are  of  granitoid  or  cement. 

In  exterior  design  the  effort  has  been  to  avoid  the 
use  of  extravagant  material  and  ornamentation  and  the 
straining  for  effect  not  justified  by  the  function  ex- 
pressed in  the  plan.  In  most  instances  the  buildings  are 
faced  with  ordinary  hard  and  red  brick  mixed  as  to  color 
and  laid  up  with  a  large  bed  joint  in  garden  wall  or 
Flemish  bond.  Stone  is  used  sparingly,  and  no  attempt 
is  made  to  accent  any  part  of  the  building  except  the 
main  entrance,  which  is  generally  dignified  by  fitting 
architectural  treatment. 

The  interior  finish  is  reduced  to  the  minimum,  such 
woodwork  as  is  used  is  of  oak  in  plain  design.  Class- 
rooms and  corridors  are  painted  in  lead  and  oil,  the  col- 
ors being  carefully  selected  with  respett  to  the  location 
of  each  room  and  its  relation  to  the  point  of  compass. 


The  entire  building  is  wired  for  electric  lighting,  the 
fixtures  used  being  of  the  short-stem  cluster  type, 
equipped  with  holophane  shades. 

Aside  from  their  desirability  on  the  score  of  light 
and  air,  the  large  school  sites  have  not  only  provided 
ample  playgrounds,  but  have  given  opportunity  in  a 
modest  way  for  object  lessons  in  the  art  of  landscape 
gardening,  and  each  school  ground  has  been  made  to 
present  some  distinct  instructive  feature,  awakening  an 
interest  in  the  knowledge  of  decorative  plants  and  their 
use  in  the  embellishment  of  the  home  and  the  city  at 
large. 

All  buildings  are  designed  for  a  low-pressure  steam 
plenum  system  of  heating  and  ventilation,  this  work 
being  carried  on  simultaneously  with  the  .plans  of  the 
building. 

Fig.  i  gives  the  general  basement  layout  of  the  heat- 


.37 


MODERN   SCHOOL   HOUSES 


ing  and  ventilating  apparatus  for  the  New  Baden  School, 
niiw  in  course  of  erection.  The  main  portion  of  this 
building  is  to  be  two  stories  in  height  above  the  base- 
ment, with  an  ample  lecture  room  located  on  the  third 
floor.  There  are  eighteen  classrooms,  a  kindergarten 
and  domestic  science  rooms,  making  an  equivalence  to 
twenty-one  classrooms. 

The  mechanical  equipment  is  designed  to  furnish  the 
air  for  ventilation  at  a  sufficient  temperature  to  make  up 
for  all  losses.  Thus  there  will  be  no  unsightly  piping 
or  radiators  to  contend  with  in  any  portion  of  the  build- 
ing. Each  duct,  with  its  sizes  marked,  runs  to  risers 
H-i  or  H-2,  according  to  whether  it  leads  to  a  first  or 
.-econd  floor  room. 

For  a  detail  of  the  apparatus,  reference  is  made  to 
Fig.  2.  The  plant  is  designed  to  operate  under  a  steam 
pressure  of  15  pounds,  with  a  back  pressure  of  2  pounds 
in  the  coils.  The  installation  consists  of  two  8  ft.  x  4  1-2 
ft.  fans,  direct  driven  by  15  in.  x  10  in.  and  18  in.  x  12 
in.  engines.  The  larger  engine  drives  the  centrifugal 
pump  for  the  air  washer,  in  addition  to  pulling  its  fan. 
This  washer  is  located  between  the  two  sets  of  temper- 
ing coils  in  space  marked  "spray  chamber." 

This  washer  removes  practically  all  foreign  matter 
from  the  air  by  passing  the  same  through  finely  divided 
sprays  of  water.  An  eliminator  removes  all  excess  free 
water  from  the  air  before  it  comes  in  contact  with  the 
next  tempering  coil. 

The  air  enters  through  intake  windows,  indicated  at 
top  of  plan,  and  immediately  passes  through  the  first 
tempering  coils.  The  steam  supply  to  these  coils  is  con- 
trolled by  a  thermostat  located  in  the  intake  and  auto- 


matically turns  steam  into  the  coils  at  some  point  before 
the  outside  temperature  reaches  the  freezing  point,  thus 
protecting  the  washer  from  freezing.  By-pass  doors  are 
located  at  the  side  of  coils  and  these  are  gradually 
opened  or  closed  by  a  thermostat  located  immediately 
past  the  eliminator.  Thus  a  constant  temperature  may 
be  maintained  for  the  air  as  it  strikes  the  washer.  This 
is  a  matter  of  considerable  importance,  as  it  has  a  bear- 
ing on  the  ultimate  relative  humidity  of  the  air. 

After  passing  the  eliminator,  the  air  meets' the  second 
set  of  tempering  coils,  which  brings  the  air  up  to  a 
temperature  of  70°.  The  air  then  divides  and  passes 
into  the  two  fans. 

Referring  to  the  "Section  of  Fan  and  Engine  Room," 
each  fan  drives  the  air  through  the  heating  coils  into 
the  "Hot  Room,''  and  under  the  same  coils  into  the 
"Tempered  Air  Room."  Thus  the  tempering  air  is  not 
heated  after  leaving  the  fan.  A  thermostat  is  located  in 
this  latter  compartment,  for  controlling  the  by-pass 
doors  under  the  second  set  of  tempering  coils,  thus 
maintaining  a  constant  temperature  of  70°.  Tempered 
air,  hot  air,  or  a  mixture  of  the  two  is  forced  by  the  fan 
into  the  "Air  Ducts."  A  thermostat  located  in  each 
classroom  controls  the  proportionate  quantities  by  means 
of  mixing  dampers,  and  thus  a  temperature  is  main- 
tained varying  not  in  excess  of  one  degree  either  side 
of  a  given  point. 

A  fresh  air  supply  of  30  cubic  feet  per  minute  is  al- 
lowed for  each  pupil.  This  necessitates  about  eight 
complete  changes  of  air  per  hour  in  every  classroom. 
Since  the  corridors  and  basement  are  occupied  intermit- 
tently, four  changes  per  hour  are  planned  for  these  lo- 


HI>\Y.\KU    \\Y.M.\.\    SCHOOL 
ST.  LOUIS,  MO. 


WILLIAM    B.    ITTNER 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


calities.  All  plants  are  designed  to  secure  these  results 
with  a  safe  margin  of  reserve  in  case  it  should  be  re- 
quired for  any  reason. 

The  boiler  installation  consists  of  two  60  in.  x  16  ft. 
return  tubular  units  equipped  with  down-draft  fur- 
naces. One  boiler  will  do  the  work  at  all  times  except 
in  extreme  weather,  when  both  will  be  required.  The 
installation  of  two  smaller  instead  of  one  larger  boiler 
is  advantageous  in  a  number  of  ways,  namely :  The 
small  boiler  will  be  more  economical  of  fuel,  as  it  will 
work  at  close  to  its  rated  output,  a  reserve  unit  is  on 
hand  most  of  the  time,  and  less  headroom  is  required, 
thus  reducing  the  cost  of  general  building  construction. 

Numerous  smoke  tests  have  been  made  to  accurately 
determine  the  distribution  of  air  in  classrooms  of  vari- 
ous schools.  These  tests  were  made  by  burning  a  quan- 
tity of  red  fire  powder  in  the  duct  where  the  same  leaves 
the  hot  and  tempered  air  rooms.  This  particular  powder 
was  selected  on  account  of  both  its  pungent  odor  and  the 
quantity  and  color  of  the  smoke,  the  former  attribute 
making  it  very  easy  to  determine  when  a  room  was 
thoroughly  cleared. 

The  tests  indicated  quite  clearly  the  air  movement. 
The  fresh  air  entering  the  room  at  a  velocity  of  about 
300  feet  per  minute  was  evenly  distributed  over  the  rear 
two-thirds  s>f  the  room,  and  was  gradually  driven  down- 
ward by  the  continued  entrance  of  fresh  air  from  above, 
and  by  the  law  of  diffusion  of  gases.  From  the  breath- 
ing line  the  air  gradually  worked  both  downward  and 
forward  to  the  wardrobe  opening,  and  passed  out  and 
into  the  vent. 

During  the  Christmas  holiday  recess  of  '06  and  '07 
extensive  tests  of  the  heating  and  ventilating  were  made 
in  five  newly  constructed  schools.  Especial  attention 
was  given  to  the  matter  of  air  volumes,  velocities  and 
distribution.  The  smoke  tests  previously  described  were 
made  at  that  time. 

It  may  be  interesting  to  note  a  few  figures  on  fuel 
cost  of  heating  and  ventilating  some  of  the  schools. 
One  matter  drawing  special  attention  is  the  fact  that  a 
new  school  requires  above  10  per  cent,  more  fuel  to 
operate  the  first  year  than  is  required  for  succeeding 
seasons.  A  cause  for  this  might  be  found  in  the  fact 
that  the  walls  are  not  thoroughly  dried  out  at  the  start, 
and  act  as  a  better  conductor  for  the  heat. 

The  figures  given  are  for  nine  schools,  and  extend 
over  a  period  of  four  heating  seasons.  All  these  schools 
are  equipped  with  ventilating  fans.  During  the  four 
years  the  average  mean  temperature  for  the  months  re- 


quiring heat  was  one  degree  lower  than  the  average  for 
thirty-four  years.  The  temperature  figures  are,  of 
course,  taken  from  the  United  States  Weather  Bureau 
statistics. 

The  total  contents  of  the  nine  buildings  amounts  to 
5,755,000  cubic  feet.  The  average  coal  consumption  per 
season  for  the  four  years  amounted  to  1,936  tons,  or  673 
pounds  per  1,000  cubic  feet  contents.  The  average  price 
paid  for  this  coal  was  $i.ox>]/>  per  ton,  thus  making  the 
fuel  cost  per  season  for  heat  and  ventilation  amount  to 
a  little  over  64  cents  per  i  ,000  cubic  feet.  The  coal  was 
of  the  ordinary  Illinois  variety  mined  in  the  district  im- 
mediately east  of  the  city. 

The  above  fuel  cost  of  heating  and  ventilating 
amounted  to  about  12  1-2  cents  per  seat.  Even  if  this 
entire  amount  were  chargeable  to  ventilation  alone  (the 
item  of  heating  being  neglected),  the  fallacy  of  arguing 
against  ventilating  on  account  of  extra  fuel  required  is 
immediately  shown,  when  an  adequate  supply  of  fresh, 
wholesome  air  can  be  provided  for  each  child  at  so 
insignificant  a  sum  as  12  1-2  cents  for  an  entire  heating 
season. 

The  foregoing  brief  description  of  the  schools  will  not 
be  complete  without  a  statement  as  to  costs.  It  will  be 
seen  by  the  following  table  that  the  cost,  though  fairly 
uniform,  fluctuates  somewhat  more  than  might  be  ex- 
pected in  buildings  of  uniform  character.  The  differ- 
ence, aside  from  the  fact  that  the  building  and  labor 
market  has  advanced  steadily  since  the  first  schools  were 
erected,  is  due  mainly  to  the  difference  in  the  sites  pur- 
chased, some  of  them  requiring  an  abnormal  amount  of 
grading  and  preparation  for  the  buildings.  The  cost 
here  given  includes  the  preparation  and  improvement  of 
the  sites  and  the  buildings  complete,  ready  for  their 
equipment  of  furniture. 
Name  of  school  No.  of 

with  date      No.  of 
of  contracts,     rooms. 
Blow- 
January,  1904. . .  24 
Cote  Brilliante — 
September,  1904.  24 
Clay- 
September,  1904.   24 
Shepard — 
January,  1905 ...  24 
Patrick  Henry — 
January,  1905...  23 
Sigel— 

March,   1905. ...   24 
I  lempstead — 
January,  1906. .  .   24 
\Vm.  Clark- 
February,  1906. .   24 


fixed 
seats. 

Total  cost. 

Cost  per 
cubic  foot 

Cost  per 
.     pupil. 

1,200 

$150,080.92 

$o.!57 

$125.81 

1,200 

162,829.01 

-17 

I35-69 

1,200 

159406.54 

.194 

132.84 

1,200 

162,228.92 

.165 

I35-I9 

1.  145 

203,312.65 

.180 

I77-56 

1,  200 

158,595.88 

•i? 

132.16 

1,200 

180,560.80 

.171 

150-47 

1,200 

188.902.00 

.191 

157-41 

39 


MODERN   SCHOOL   HOUSES 


UNLIKE  St.  Louis,  Chicago,  New  York  and  some 
other  cities,  the  Boston  School  Department  does 
not  have  an  official  architect  to  prepare  designs  for  its 
school-houses. 

About  half  a  dozen  years  ago  there  was  established 
the  School-house  Department — which  must  not  be  con- 
fused with  the  Department  of  Schools,  which  has  charge 
i>f  the  use  of  the  buildings  after  they  are  built  and  of  the 
education  and  well-being  of  the  pupils — under  the 
charge  of  three  Commissioners.  This  department  has 
entire  charge  of  the  erection  of  new  buildings  and  the 
selection  of  the  architects  who  shall  design  them.  In  a 
very  great  degree  it  substitutes  itself  as  the  real  client 
of  the  private  architect,  who  has  to  satisfy  its  require- 
ments rather  than  those  of  the  City  Government  proper. 

The  mode  of  action  under  the  Boston  plan  is  about  as 
follows:  The  School-house  Department,  being  in- 
structed by  the  School  Committee  that  a  new  building  is 
needed,  Mixlio  the  requirements,  searches  for  and  ad- 
vises as  to  the  site,  recommends  the  amount  it  is  desir- 
able to  spend,  and  procures  the  appropriation.  Then, 
having  carefully  prepared  a  statement  of  the  require- 
ments, it  selects  from  the  general  body  of  private  prac- 
titioners one  who  seems  likely  to  handle  the  work  satis- 


factorily and  then  leaves  the  selected  architect  free  to 
prepare  his  design  and  specification,  subject  always  to 
the  correction  and  final  approval  of  the  Commission 
itself.  In  this  way  it  has  been  possible  to  fix  and  deter- 
mine certain  standards  of  arrangement  and  equipment 
and  then,  by  careful  watching,  to  discover  how  and 
where  they  may  be  improved.  In  other  words,  the 
Commission  stands  responsible  for  the  skeleton,  as  it 
were,  while  the  designing  architect  has  to  do  only  with 
the  fleshings.  It  is  plain,  then,  that  these  new  school- 
houses  must  have  a  considerable  variety  <>f  architectural 
expression,  and  it  is  equally  plain  that  they  would  be 
likely  to  have  quite  as  great  variety  in  arrangement,  ac- 
commodation and  equipment  but  for  the  fact  that  these 
matters  lie  in  the  control  of  the  Commission,  and  herein 
lies  the  safety  of  the  present  scheme. 

The  scheme  as  a  whole  is  well  devised,  and  it  has  been 
in  operation  long  enough  to  produce  a  body  of  results 
that  enable  the  observer  to  form  an  opinion  as  to  the 
success  of  the  experiment. 

We  believe  that  Boston  architects  generally  are  dis- 
posed to  consider  the  method  successful  and  have  found 
themselves  greatly  assisted  rather  than  hampered  by  the 
systematic  methods  devised  by  the  Commission.  And 


40 


MODERN    SCHOOL    HOUSES 


from  a  pecuniary  point  of  view  the  result  to  them  is 
satisfactory,  for  the  Commission  divides  the  work  into 
two  parts,  leaving;  it  to  the  architect  to  design  and  con- 
struct the  building,  while  reserving  to  itself  the  control 
and  oversight  of  all  that  goes  to  constitute  the  "domes- 
tic engineering"  of  the  building — the  heating,  lighting, 
sanitation  and  equipment.  Upon  the  cost  of  gross  con- 
struction the  architect  is  paid  5  per  cent.,  while  upon  the 
cost  of  the  domestic  engineering,  material  and  labor  he 
receives  but  2  1-2  per  cent.,  the  Commission  reserving 
an  equal  amount  to  cover  the  cost  of  preparing  in  its 
own  office  the  drawings  and  specifications  that  these  im- 
portant elements  call  for. 

The  account  of  the  St.  Louis  school-houses  published 
states  that  the  average  cost  per  cubic  foot  for  eight 
school-houses  erected  within  the  last  three  years  was 
set  down  at  17  1-2  cents,  carrying  from  0.157  to  0.194. 
Xow  the  average  cost  per  cubic  foot  in  Boston  seems 
to  be  much  nearer  23  cents  than  17.  Unfortunately,  in 
the  tabulation  before  us  there  is  included  but  a  single 
example  of  a  twenty-four-room  building  such  as  are 
all  of  the  St.  Louis  examples,  and  here  the  cost  was 
24  cents,  which  implies  a  cost  per  pupil  of  $146.32,  as 
against  an  average  cost  per  pupil  in  St.  Louis  of  $143.40. 
The  Boston  building  was  built  during  the  same  period 
and  the  market  conditions  were  therefore  the  same,  or 
at  least  as  nearly  the  same  as  they  ever  can  be  in  two 
widely  separated  places. 

The  Commissioners  have  under  their  charge  221 
school-houses  in  occupancy,  and  at  the  time  of  the  issue 
of  their  last  annual  report  there  were  five  new  school- 
houses  building  but  unfinished.  Very  nearly  one-half 
of  these  buildings  were  erected  more  than  twenty-five 
years  ago.  the  oldest  building  in  use  having  been  built 
in  1824;  they  have,  therefore,  in  most  instances,  no 
shadow  of  a  right  to  be  considered  anything  but  dan- 
gerously combustible.  In  fact,  the  only  school-houses 
of  really  fireproof  construction  are  those  recently 
erected  by  the  present  Commissioners,  although  all  those 
built  since  the  great  conflagration  of  1872  have  had 
progressively  incorporated  in  them  fireproofing  mate- 
rial and  devices  that  accorded  with  the  knowledge  of 
their  day  in  the  science  of  fireproofing.  Because  of  the 
age,  hard  use  and  neglect  of  so  considerable  a  propor- 
tion of  their  charge,  it  is  easy  to  see  that  the  annual 
outlay  for  repairs  must  be  large.  In  fact,  the  Commis- 
sioners, who  do  not  have  a  regular  stated  annual  appro- 
priation, but  have  to  depend  on  securing  such  sums  as 
the  Legislature  is  willing  to  allow,  have  been  seriously 
crippled  in  their  building  operations  by  the  steady  drain 
upon  their  funds  which  is  occasioned  by  necessary, 
sometimes  excessive,  repairs. 

The  school  authorities  have  adopted  the  system  of 
unilateral  lighting,  and  the  architects  who  have  designed 
the  newer  school-houses  have  shown  much  ingenuity  in 
adapting  their  plans  so  as  to  meet  this  stipulation.  Their 
solutions  of  this  problem  are  often  very  interesting,  and 
their  treatment  of  the  considerable  areas  of  plain  wall 
without  door  or  window  openings,  which  also  result 
from  this  requirement,  seems  in  most  cases  to  be  very 
satisfactory.  At  the  same  time  the  Commissioners  ad- 
mit that  circumstances  may  arise  where,  through  the 
general  instability  of  a  site  affected  by  the  position  and 


height  of  neighboring  buildings,  bilateral  lighting  must 
be  adopted  in  some  of  the  rooms,  if  they  are  to  have  the 
minimum  amount  of  illumination  their  use  demands 
But  the  admission  of  a  sufficient  amount  of  light  is  not 
the  only  consideration ;  regard  must  be  had  for  its 
proper  diffusion,  and  more  careful  provision  should  be 
made  to  prevent  its  needless  absorption.  In  other 
words,  the  surface  finish  of  walls,  ceilings  and  floors 
should  be  the  best  for  their  purpose,  and  the  color  given 
to  them  should  be  determined  by  competent  specialists. 

Of  course,  the  great  invariable  light-absorber  in 
schoolrooms  is  the  standard  blackboard,  whether  of 
natural  slate  or  an  artificial  coating  applied  to  plaster  or 
wood.  Against  the  use  of  these  blackboards  Dr.  C.  II. 
Williams,  the  oculist  who  advises  the  school  authorities 
and  has  devised  and  directs  the  methods  used  in  the  ex- 
aminations of  pupils'  eyes  now  established  by  law,  is 
waging  war  and  hopes  to  bring  about  the  substitution 
for  them  of  light-colored  surfaces  upon  which  colored 
chalk  can  be  used  in  place  of  white.  We  will  go  farther 
and  point  out  that  if,  in  place  of  colored  chalks  which 
would  crumble  into  dust  just  as  white  chalks  do,  there 
should  be  used  on  these  light-colored  "blackboards'* 
crayons  compounded  with  wax  or  grease  a  distinct  hy- 
gienic gain  would  be  made  at  the  same  time  the  diffu- 
sion of  light  was  promoted.  No  small  amount  of  the 
dust  in  schoolrooms  has  its  origin  in  the  chalk  use;!  on 
the  blackboard,  and  the  less  dust  schoolrooms  contain 
the  more  surely  will  respiratory  and  pulmonary  diseases 
be  avoided. 

In  approaching  their  work,  at  the  outset,  the  Com- 
missioners perceived  that  not  only  their  own  work  but 
that  of  the  architects  who  would  have  to  work  under 
them  would  be  greatly  facilitated  if  they  could  discover 
and  fix  standards  which,  as  units,  could  be  used  over 
and  over  again,  not  only  in  different  buildings,  but  in 
compiling  the  arrangement  and  composition  of  a  single 
building,  and  their  attempts  to  "standardize''  their  re- 
quirements have  been  markedly  successful. 

Perhaps  the  most  interesting  "standard"  they  have 
fixed  is  that  22  cents  per  cubic  foot  is  a  fair  jtml  proper 
cost  for  a  "first-class"  school-house  as  defined  by  the 
Boston  building  laws,  and  it  must  be  understood  that 
the  Commissioners'  attempts  at  standardizing  have 
been  both  helped  and  hindered  because  of  their  having 
to  conform  them  with  the  provisions  of  the  general 
building  law. 

In  operation  it  has  been  found,  in  the  case  of  the 
twenty-two  buildings  completed  by  the  Commissioners, 
buildings  which  provide  accommodation  for  18,500  pu- 
pils, that  in  sixteen  cases  the  standard  cost  has  been  ex- 
ceeded, though  in  six  of  these  cases  by  but  a  single  cent 
per  cubic  foot.  In  another  six  cases  the  final  cost  was 
standard  or  less.  The  test  of  experience  seems  to  show 
that  the  standard  cost  per  cubic  foot  of  "first-class" 
school-houses  under  the  Boston  building  law  is  23  cents. 

All  school-houses  are  to  be  built  of  "common"  brick, 
with  or  without  stone  finish,  and  the  smaller  buildings 
are  to  be  relatively  less  ornate  than  the  larger  ones.  Of 
course,  there  are  exceptions  to  all  rules,  and  it  was  de- 
cided to  build  the  Charlestown  High  School-house  of 
granite,  a  happy  conclusion  since,  because  of  the  simi- 
larity of  material,  it  groups  better  with  the  shaft  and 


MODERN    SCHOOL   HOUSES 


THE  NORMAL  AND  LATIN   SCHOOL  CROUP — VIEW  LOOKING  NORTH 


office-building  of  Bunker  Hill  Monument  standing  in  its 
park  just  opposite. 

Further  "standards"  may  be  discerned  in  the  "General 
Information  for  First-Class  Construction"  that  with  cer- 
tain diagrammatic  illustrations  of  standard  methods  of 
.  fitting  wardrobes,  cooking-rooms,  manual-training- 
rooms,  lavatories  and  so  on  are  republished  with  each 
annual  Report.  For  instance,  classrooms  in  primary 
schools  are  to  measure  24x30  feet,  while  in  grammar 
schools  they  are  to  be  26x32  feet,  13  feet  in  the  clear. 
Window  glass,  in  small  panes,  is  to  equal  in  area  one- 
fifth  of  the  floor  space  of  the  room  lighted.  Corridors 
in  small  buildings  are  to  be  8  feet  wide,  or  10  feet  in  the 
larger  buildings.  General  toilet-rooms,  preferably  in 
the  basement,  are  to  be  provided  on  the  girls'  side  with 
two  water-closets  per  classroom,  while  on  the  boys' 
side  one  closet  per  classroom  is  allowed,  but,  in  addition, 
slab  urinals  having  a  running  length  of  36  inches  per 
classroom  are  to  be  provided.  In  addition  to  this 
equipment  there  is  provided  on  each  floor  two  so-called 
"emergency"  water-closets,  one  for  boys,  one  for  girls. 
It  is  quite  impossible  to  give  an  adequate  idea  of  the 
standardizing  that  has  been  developed  in  the  department 
i if  domestic  engineering  unless  by  practically  giving 
complete  specifications  for  heating,  ventilation,  plumb- 
ing and  artificial  lighting,  and  this  is  obviously  impos- 
Mblc  here;  even  in  skeleton  form  the  statement  of  tffe 
standard  requirements  consumes  many  pages  in  the 
i  ''iiiiini^i<  HUTS'  Reports. 

I !nt  in  spili'  (if  the  care  with  which  the  scheme  has 
been  worked  out  and  after  the  thorough  trial  it  has  had, 
the  Commissioners  announce  a  qualified  dissatisfaction 
with  the  present  method  of  school  building  that  they  are 
obliged  to  administer.  They  announce  their  preference 
for  extending  their  own  control,  and  now  desire  to  have 
the  architectural  designing  done  in  their  own  office  just 
as  already  the  domestic  engineering  is  there  looked 
after  by  the  staff  of  engineers  regularly  in  their  employ. 
They  propose  the  substitution  of  a  single  architect,  an 
official  one  to  lie  sure,  who  shall  carrv  out  the  intentions 


of  the  Commissioners  just  as  private  architects  now  try 
to  do.  The  Commissioners  would  still  continue  to  be 
the  final  and  controlling  authority. 


TYPICAL  SCHOOLS  IN  NEW  YORK,  CHICAGO 
AND  ST.  LOUIS. 

An    appendix    to    the    Annual    Report    of    the    Boston     School-house 
Department. 

THE  New  York  type  is  a  most  skilful  adaptation  of 
the  necessities  of  a  city  block  to  the  requirements 
of  a  school,  and  the  development  of  the  plan  that  is 
bounded  by  party  walls  is  particularly  good.  The  chief 
requirements  are  (i)  for  the  classrooms,  light;  (2)  for 
the  playrooms  or  gathering  spaces,  including  gymna- 
siums, accessibility  and  light,  but  the  latter  not  so  all- 
important  as  in  classrooms';  (3)  for  the  assembly  hall, 
accessibility  and  a  large  area,  and  light ;  the  last  no 
longer  of  supreme  importance,  as  artificial  light  will  an- 
swer, and  in  many  cases  (lectures  with  stereopticon  or 
evening  meetings )  daylight  is  of  no  importance ;  and 
(4)  the  corridors,  sufficient  for  easy  circulation  with 
ample  light,  the  stairs  sufficient  in  number  and  so  placed 
as  to  allow  rapid  emptying  of  the  building. 

This  New  York  type  meets  these  requirements  ad- 
mirably, (i)  The  classrooms  get  their  light  from  cen- 
tral areas  that  cannot  be  interfered  with  by  other  build- 
ings, the  distance  between  the  arms  of  the  H  (about 
eighty  feet )  insuring  ample  opening  to  the  sky.  On  the 
lower  floors,  and  especially  in  the  rooms  near  the  internal 
angles,  a  larger  amount  of  glass  is  desirable  than  what 
would  be  ample  on  the  upper  stories.  The  corner  rooms 
have  prism  glass  to  help  obviate  this.  (2)  The  play- 
rooms or  gymnasiums  occupying  the  basement  or  the 
street  floor,  or  both,  if  two  stories  high,  are  very  con- 
venient and  are  so  planned  as  to  have  good  daylight. 
(3)  The  Assembly  Halls,  having  the  gallery  on  the 
first  floor  level,  have  the  main  floor  but  a  short  flight  of 
stairs  below  the  sidewalk,  and  are  as  accessible  as  it  is 
possible  to  be.  (4)  The  corridors  occupying  the  space 
against  the  party  wall  depend  on  light  borrowed  from 


MODERN  SCHOOL  HOUSES 


the  rooms  and  on  light  from  the  small  area  placed  about 
in  the  center  between  streets  on  the  party  wall.  At  a 
slight  sacrifice  of  exterior  wall  ()'.  e.,  classroom  space) 
they  might  have  been  carried  through  to  the  front,  and 
had  really  good  light.  The  stairs  are  well  placed,  and, 
being  of  the  twin  type,  are  double  the  number  that  ap- 
pear on  the  plans.  We  believe  that  a  single  good  stair- 
case at  each  of  these  points  would  be  better  than  a  twin 
staircase,  with  its  feeling  of  enclosure  and  of  cramped 
headroom,  and  the  slight  confusion  caused  by  the  alter- 
nating direction  of  landings,  but  New  York  has  found 
them  very  satisfactory  in  operation.  Incidentally  they 
require  a  slightly  greater  distance  from  floor  to  floor 
than  what  is  used  in  Boston.  The  plan  as  a  whole  an- 
swers the  chief  requirements  of  a  modern  school  build- 
ing admirably.  The  system  of  wardrobes  which  in  New 
York  has  been  in  corridors  and  does  not  seem  to  be  ideal 
lias  been  replaced  in  this  building  by  wardrobes  with 
sliding  doors,  occupying  one  side  of  the  classroom. 
The  development  of  this  idea  is  shown  in  a  suggested 
plan  coming  from  Chicago,  which  will  be  noted  later. 
If  it  proves  practicable,  it  will  be  economy  as  compared 
with  the  Boston  type — independent  little  rooms  adjoin- 
ing the  classrooms,  which  is  a  plan  extravagant  in  area. 

The  De  Witt  Clinton  High  School  is  an  excellent  ex- 
ample of  the  H  plan  applied  to  a  city  block  with  light  on 
all  four  sides.  The  bars  of  the  H  have  a  thickness  of 
two  classrooms  and  a  corridor,  the  cross-bar  is  nearer 
one  street  and  leaves  open  areas  of  unequal  sizes.  The 
larger,  in  basement  and  first  floor,  forms  the  Assembly 
Hall.  The  smaller,  in  basement  and  part  of  the  first 
floor,  forms  the  gymnasium.  The  Assembly  Hall,  with 
its  stage,  etc.,  occupies  not  only  the  central  area,  but  all 
the  classroom  space  on  the  three  sides,  and  the  gymna- 
sium occupies  the  central  area  at  the  rear  and  the  class- 
rooms adjoining.  This  is  an  excellent  block,  good 
rooms,  well-placed  stairs  and  economical  corridor  space, 
the  latter  possibly  too  economical  to  insure  ample  out- 
side light,  especially  when  wardrobes  are  placed  in  it. 
The  stairs  are  the  twin  type.  The  exterior  is  a  systen) 
of  bays,  which  does  not  express  the  plan  and  in  many 
cases  gives  inadequate  light  for  rooms,  which,  except 
for  the  requirements  of  the  exterior,  might  have  had 
ample  light.  This,  however,  is  no  reflection  upon  the 
general  principle  of  the  plan. 

Xevv  York  depends  on  a  certain  amount  of  direct  heat 
in  all  rooms,  a  distinct  economy  (perhaps  a  justifiable 
fine),  over  a  complete  plenum  system,  but  we  feel  that 
fresh  air  is  as  important  as  abundant  light.  Possibly 
we  provide  more  than  is  essential :  at  all  events,  the 
Hoard  receives  frequent  complaints  as  to  draughts. 

The  Chicago  plan  is  a  logical  development  of  the  Xew 
York  block  plan.  It  occupies  a  complete  lot  about  300 
by  300  feet  in  size  (larger  than  a  Xew  York  block). 
In  some  respects  it  is  a  step  in  advance  of  the  Xew 
York  plan.  It  contemplates  having  a  low  basement, 
given  up  wholly  to  heating  apparatus,  the  heating,  un- 
like the  Xew  York  plan,  being  wholly  from  fan.  The 
first  floor  is  on  the  street  level  with  the  Assembly  Hall 
in  the  center  wholly  top-lit,  and  the  rooms  surroun  'ing 
it  comprise  not  only  classrooms,  but  also  the  play- 
rooms, toilets,  etc.,  which  would  ordinarily  be  in  the 
basement.  The  toilets  in  this  plan  are  distributed  on 


the  various  floors.  The  playroom  is  also  equipped  as 
a  gymnasium.  It  is  quite  ideal  tft  have  so  much  on  the 
street  level,  and  having  no  children  in  the  space  below 
grade  is  a  very  decided  advantage.  On  this  large  plan 
of  sixteen  rooms  on  a  floor,  there  is  opportunity  on  this 
first  floor  for  the  playrooms  for  the  boys  and  girls 
above  referred  to,  for  the  offices  of  the  administration, 
and  also  for  six  classrooms.  The  Assembly  Hall  is 
accessible  from  all  four  corners.  Additional  light  for 
the  boiler-room  below  is  obtained  by  making  the  rooms 
of  administration,  which  are  all  small  rooms,  of  lower 
stud,  the  floor  being  above  the  general  level  of  the  first 
floor.  Tested  by  our  floor  plan  test  this  gives  the  fol- 
lowing results,  showing  that  it  is  not  an  economical 
floor  plan,  for  notwithstanding  the  economy  of  the  small 
wardrobes,  the  upper  floor  plans  are  considerably  more 
than  twice  classroom  area : 

Cubical  contents 1,835,475  cubic  feet 

Area,  second  floor 27,1 14  square  feet 

Area,  16  classrooms 11,616  square  feet 

Cubic  feet  per  classroom  (54).. .  33,990  cubic  feet 

On  cubic  contents  it  is  far  below  our  limit  of  40,000 
cubic  feet  per  class-room.  Here  there  are  six  class- 
rooms on  the  first  floor  and  sixteen  each  on  the  second, 
third  and  fourth,  a  total  of  fifty-four,  which  would  allow 
with  us  a  cube  at  40,000  of  2,160,000.  It  is,  however, 
to  be  noted  that  the  rooms,  22  by  33,  are  the  area  of  our 
primary  standard  (24  by  30),  and  will  not  accommodate 
an  average  of  fifty.  So  that  from  the  point  of  accom- 
modation it  is  not  yet  reduced  to  the  economical  mini- 
mum. The  points  about  the  plan  which  seem  to  have  a 
direct  bearing  on  our  problems  are  the  abandonment  of 
the  occupation  of  the  basement  by  anything  except  the 
heating  apparatus,  and  keeping  the  first  floor  down,  and 
distributing  the  toilets  on  the  various  floors,  thus  reduc- 
ing the  amount  so  as  not  to  have  additional  expenditure. 
Instead  of  separate  wardrobes  it  is  proposed  to  utilize 
the  wardrobe  in  the  room  as  the  mouth,  as  it  were,  of 
the  vent.  All  foul  air  goes  through  the  wardrobe  and 
then  out.  It  is  doubtful  if  this  is  hygienically  wise,  and 
the  varying  bulk  of  clothing  hung  there  might  have  a 
distinct  influence  on  the  flow  of  air.  The  wardrobes 
are  closed  by  doors  that  slide  up,  and  which,  when 
down,  have  blackboard  surface.  On  a  very  large  plan — 
and  both  the  Chicago  and  New  York  schemes  require  a 
very  big  building — there  is  space  to  spare  on  the  first 
floor  for  a  few  classrooms,  and  compared  with  a  build- 
ing having  a  basement  and  three  stories,  this  building, 
even  without  an  additional  story,  would  have  a  large  ac- 
commodation, and  with  an  additional  story  the  class- 
rooms on  the  first  floor  would  be  a  net  addition  over  the 
old  scheme  of  three  stories,  although  the  to])  floor,  the 
fourth,  would  be  but  a  half  story  higher  than  the  other 
third  floor.  The  through  corridors  with  their  ready  ac- 
cess to  either  street  are  excellent,  and  even  on  the  first 
floor  are  well  lighted. 

Until  these  plans,  however,  presuppose  schools  of 
such  size  as  are  never  contemplated  for  Boston,  and 
hardly  likely  ever  to  be  required.  The  St.  Louis  type 
is  therefore  much  more  of  an  attempt  to  solve  our  own 
problem  here.  The  plan  illustrated  is  a  fair  example 
of  an  ideal  open,  well-lighted  school,  a  very  large  lot, 
admitting  of  an  extended  plan  and  a  twenty-four  room 


43 


MODERN    SCHOOL   HOUSES 


building  on  two  floors  only.  All  this  is  quite  ideal,  but, 
until  land  and  building  arc  cheaper,  it  is  too  ideal  a  plan 
for  anv  part  oi  I'.oston.  except  outlying  suburbs,  like 
the  borders  of"  West  Roxbury.  where  land  is  still  cheap. 
This  building,  judged  on  its  cost  per  cubic  foot,  is  eco- 
nomical and  the  price  far  below  what  we  must  pay  per 
cubic  foot.  Examined,  however,  by  the  standard  of  ac- 
commodation, it  is  seen  to  be  an  expensive  school,  and 
the  cost  per  cube  is  low  only  because  corridor  and  roof 
.space,  of  no  service  educationally,  are  less  expensive 
than  classroom  space.  The  plan  is  a  generous  one,  its 
area  being  far  more  than  double  the  area  of  the  class- 
rooms; its  cube  is  excessive,  being'  more  than  30,000 


cubic  feet  per  classroom.  On  our  standards,  twenty- 
four  classrooms  at  30,000  cubic  feet  would  have  given 
the  limit  of  the  cube  as  720,000,  but  the  St.  Louis  cube 
is  977,200  cubic  feet;  and  22  cents  by  720,000  would 
have  put  the  cost  at  $158,400,  but  the  St.  Louis  school 
cost  $190,000.  To  be  sure,  this  $158,400  is  the  Boston 
"low  limit."  which  has  rarely  been  reached,  but  the 
Sarah  J.  Baker  school,  a  twenty-four-room  building,  as 
is  the  St.  Louis  one,  was  built,  without  bonus,  for 
Si  57,344.23.  We  may  at  least  learn  from  the  St.  Louis 
school  the  desirability  of  keeping  our  suburban  schools 
strictlv  to  two  stories  in  height. 


44 


MODERN   SCHOOL    HOUSES 


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Public  School  Buildings  in 
the  City  of  New  York 

By  C.  B.  J.  Snyder,  F.  A.  I.  A. 

Superintendent t>f  School  Buildings,  Board  of  Education, 
New  York  City 


THE  total  enrollment  of  pupils  in  the  public  schools 
of  the  City  of  New  York  is  given  as  upwards  of 
>ix  hundred  and  twenty-thousand,  who  are  housed  in  five 
hundred  and  ninety-four  buildings,  forty-eight  of  which 
are  leased.  The  annual  increase  in  school  enrollment  is 
from  twenty-three  to  thirty-six  thousand,  in  which  in- 
creased immigration  forms  a  very  important  factor. 

For  some  years  the  city  steadily  outgrew  its  school 
accommodations,  as  owing  to  lack  of  funds  and  other 
reasons  equally  cogent  it  was  impossible  to  carry  fully 
into  effect  the  plans  which  were  made  to  provide  enough 
new  school  buildings  each  year  to  care  for  the  natural 
increase  and  for  a  goodly  proportion  of  the  pupils  there 
receiving  only  part  time  instructions  owing  to  the  over- 
crowding of  the  schools  in  the  neighborhood  of  their 
homes. 

Both  the  pedagogical  and  the  physical  care  of  the 
public  schools  are  under  the  direct  control  of  the  Board 
of  Education,  consisting  of  forty-six  members,  serving 
without  pay,  who  are  appointed  by  the  Mayor  in  ac- 


cordance with  the  City  Charter,  which  prescribes  the 
number  to  be  selected  from  each  of  the  five  boroughs 
into  which  the  city  is  divided. 

The  various  working  committees  of  the  Board  are  ap- 
pointed by  its  president;  the  Committee  on  Buildings 
consisting  of  nine  members,  having  direct  control  of  the 
Building  Bureau  with  its  force  of  clerks,  draughtsmen, 
and  inspectors. 

The  chief  of  this  bureau,  under  the  charter,  initst  be 
an  architect  or  an  engineer  in  good  standing,  and  is  the 
executive  officer  of  the  board  in  respect  to  all  matters 
relating  to  the  bureau,  and  is  charged  with  the  prepara- 
tion of  plans  and  specifications  and  the  supervision  of  all 
work  on  the  buildings  under  control  of  the  board. 

Funds  for  the  construction  and  equipment  of  new 
buildings  and  additions,  as  well  as  for  the  purchase  of 
sites,  are  provided  by  the  issue  of  corporate  stock,  under 
authority  granted  by  the  Board  of  Estimate  and  Appor- 
tionment and  the  Board  of  Aldermen. 

During  the  year  1906  alone,  upward*  of  ten  millions  of 


45 


MODERN    SCHOOL   HOUSES 


ilollar>  were  thus  provided  with  which  to  meet  the  con- 
tracts let  during  that  year  hy  the  I'.uilding  Bureau. 

Thus  we  have,  on  the  other  hand,  the  yearly  require- 
ment that  provision  shall  be  made  for  housing  the  thou- 
sands of  new  school  children,  and  on  the  other  hand  the 
enormous  sums  required  therefor. 

The  growth  of  the  city  seems  to  lie  along  two  distinct 
and  entirely  dissimilar  lines ;  the  first  being  the  rebuild- 
ing of  the  older  portions  where  the  old  single  family 
houses  have  given  place  to  flats  and  tenements,  housing 
from  four  to  twenty  families  each  with  the  consequent 
enormous  increase  in  land  values,  and  the  second,  in  the 
outlying  sections  where  the  farms  have  been  cut  up  into 
building  lots,  with  the  usual  development  of  one  and  two 
family  houses,  although  here  and  there  the  transforma- 
tion from  a  cabbage  patch  to  four-story  tenements  with- 
in twelve  months  is  not  uncommon. 

Thus  there  are  serious  problems,  the  most  important 
of  which,  especially  in  the  older  portions  of  the  city 
where  land  values  are  greatest,  often  being  in  excess  of 
$12  per  square  foot,  is  that  of  economy  in  planning  so 
that  every  inch  of  available  surface  may  be  utilized  to  its 
fullest  extent. 

Long  and  careful  investigation,  extending  to  the 
schools  of  France  and  Germany,  caused  the  writer  to 
reach  the  conclusion  that  there  was  a  tendency  in  this 
country  to  construct  classrooms  of  too  great  an  area 
for  the  accommodation  of  a  given  number  of  pupils,  re- 
sulting in  poor  lighting  in  other  than  corner  rooms, 
greater  expense  in  construction  and  undue  strain  on  the 
voice  of  the  teacher. 

Especially  unnecessary  were  the  larger  rooms  found 
to  be  where  there  was  also  provided  a  gymnasium  or  an 
assembly  room  or  both.  This  study  and  investigation 
was  prompted  by  the  belief  that  the  enormous  problem 
which  confronted  the  educational  authorities  of  this  city 
could  be  successfully  solved  in  no  other  way  than  by 
treating  it  purely  as  a  commercial  proposition,  and  while 
the  writers  on  school-house  construction  varied  some  50 
per  cent,  in  the  estimated  size  of  schoolrooms  for  a 
given  number  of  children,  yet  experiment  proved  most 
conclusively  that  under  nearly  all  conditions  the  660 
square  feet  per  room  alloted  by  some  of  the  German 
authorities  was  ample  and  there  was  no  material  gain 
by  increasing  the  area  to  950  square  feet,  or,  as  in  some 
cases,  even  more. 

It  has  been  found  further  that  even  the  area  of  660 
feet  may  at  times  be  reduced  and  still  satisfactory  results 
be  obtained. 

The  lower  easterly  side  of  the  old  City  of  New  York 
has  suffered  more  than  any  other  portion  from  over- 
crowding, notwithstanding  the  fact  that  several  new 
schools,  seating  from  2,000  to  4.000  pupils  each,  have 
been  build  in  this  district  each  year,  until  there  is  one  on 
almost  every  other  block,  and  yet  others  are  needed. 

This  increase  in  population  has  arisen  from  the  re- 
placement of  the  old  one-  and  two-story  houses  with 
those  of  five  and  six  stories  before  referred  to,  with  a 
corresponding  increase  in  land  values,  until  the  purchase 
of  a  school  site  involved  such  an  enormous  outlay  for 
land  alone  that  the  erection  of  a  ten-story  school-house 
was  seriously  contemplated,  and  undoubtedly  would  have 
been  carried  out  had  not  the  opening  of  one  of  the  new 


bridges  across  the  East  River  reduced  somewhat  the 
congestion. 

A  school  site  selected  about  this  time  in  this  section, 
having  a  frontage  of  200  feet  and  extending  back  200 
feet  on  one  street  and  seventy-five  feet  on  the  other,  cost 
the  city  through  condemnation  proceedings  the  sum  of 
$572,000,  exclusive  of  one  lot  of  the  site  already  owned 
by  it. 

The  requirements  were  for  a  building  to  provide  for 
about  four  thousand  pupils,  also  for  a  large  assembly 
room,  two  gymnasiums  and  other  necessary  features,  it 
being  for  both  boys  and  girls. 

In  this  building,  known  as  Public  School  62,  the 
foundations  go  down  some  28  feet  below  the  street  level. 
The  heating  and  ventilating  apparatus  occupies  the  sub- 
basement,  which  is  under  only  a  portion  of  the  building, 
and  also  a  part  of  the  basement,  the  balance  being  de- 
voted to  a  large  assembly  room  which  with  its  gallery, 
which  is  placed  at  about  the  level  of  the  street,  will  seat 
approximately  1,600  pupils,  and  is  used  also  for  evening 
lectures  delivered  to  the  citizens  of  the  neighborhood. 

The  first  story,  aside  from  the  space  used  for  the  as- 
sembly room,  is  left  open  as  an  indoor  recreation  space, 
while  on  each  of  the  four  floors  above  there  are  twenty 
classrooms,  together  with  toilets  for  teachers  and  pupils. 
The  sixth  story  with  its  splendidly  lighted  spaces  by 
means  of  the  peculiar  roof  construction,  which  does  not 
show  from  the  front,  is  utilized  for  classrooms,  gym- 
nasiums, manual  training  and  domestic  science  rooms. 

Four  elevators  and  eight  stairways  are  provided,  so 
arranged  that  the  building  may  be  vacated  by  its  4,000 
occupants,  using  the  stairways  alone,  in  two  minutes  and 
forty  seconds. 

This,  as  well  as  all  other  of  our  school  buildings,  even 
including  those  two  stories  in  height,  are  of  fireproof 
construction  throughout,  and  a  description  of  the  ma- 
terials used  in  P.  S.  62  will  apply  in  nearly  every  other 
case  as  well. 

The  floor  construction  is  usually  of  segmental  terra 
cotta  blocks,  or  some  form  of  reinforced  concrete  con- 
struction, none  of  the  flat  arch  systems  however  being 
used.  Level  ceilings  are  secured  by  the  use  of  channel 
iron  furring  attached  to  the  beams  by  special  clips,  upon 
which  is  secured  one  of  the  several  standard  types  of 
metal  lath. 

The  stairways  are  all  of  steel  with  cut  stone  or  asphalt 
treads,  and  are  enclosed  from  bottom  to  top  with  parti- 
tions on  the  corridor  side  made  of  wire  glass  set  in  steel 
frames,  access  being  had  to  each  landing  by  means  of 
fireproof  doors,  all  fitted  with  automatic  check  and 
spring.  What  we  term  a  double  stairway  is  used  almost 
exclusively,  the  height  of  each  story  from  floor  to  ceil- 
ing being  14  feet  3  inches,  to  which  is  added  the  thick- 
ness of  the  floor  construction  of  about  i  foot  3  inches, 
affording  sufficient  head  room  to  obtain  a  platform  at  an 
equal  distance  between  floors. 

This  arrangement  of  stairways  permits  of  a  great 
saving  in  floor  space,  and.  while  quite  confusing  to  a 
stranger,  is  highly  appreciated  by  the  teacher,  who  finds 
in  them  the  certainty  of  easy  and  complete  control  of  the 
pupils,  and  the  pupils  themselves  quickly  realize  the  fact 
that  in  these  stairways  lies  perfect  safety  from  the  perils 
of  fire,  smoke,  or  overcrowding. 


MODERN    SCHOOL   HOUSES 


The  first  story  being  used  for  an  indoor  playroom  is 
paved  with  rock  asphalt  and  the  walls  wainscoted  with 
glazed  brick  to  the  height  of  5  feet  6  inches,  the  space 
above,  together  with  the  ceilings,  being  finished  in  hard 
white  plaster. 

The  interior  trim  of  this  building  is  of  ash,  the  specifi- 
cations being  drawn  so  as  to  permit  the  builder  to  use 
cither  oak,  ash,  cherry  or  birch,  as  he  may  elect,  it  hav- 
ing been  found  that  the  city  many  times  reaps  a  substan- 
tial advantage  in  thus  permitting  the  builder  to  take  ad- 
vantage of  the  market. 

This  principle  is  carried  out  also  in  the  specifications 
for  the  stairways  where  the  builder  may  use  either  North 
River  bluestone  or  asphalt  for  treads,  also  in  the  use  of 
second  quality  white  enameled  or  a  salt-glazed  brick  for 
the  wainscot  of  playrooms  and  side  walls  of  outside  toi- 
lets, and  also  in  such  other  materials  as  will  permit  of 
securing  goods  promptly  and  not  tie  the  builder  to  one 
particular  dealer. 

Extreme  difficulty,  however,  has  been  experienced  in 
applying  this  principle  of  open  competition  to  hardware, 
and  after  many  trials  of  different  schemes  to  bring  the 
hardware  men  all  to  precisely  the  same  standard  of 
weights,  material  and  workmanship,  resort  has  been  had 
to  the  drawing  of  specifications  having  for  the  principal 
elements  that  of  weights  and  dimensions  as  presenting 
the  only  solution  of  the  problem. 

All  wardrobes  are  placed  at  the  corridor  side  of  and 
communicate  directly  with  the  classroom  so  as  to  have 
the  clothing  immediately  under  the  eye  of  the  teacher. 

A  steam  coil  is  placed  along  the  base  so  as  to  dry  the 
clothing  when  damp,  this  source  of  heat  being  also  an 
aid  in  the  ventilation  of  the  wardrobe,  which  is  some- 
times accomplished  through  the  wall  into  the  corridor 
and  again  into  special  flues. 

All  of  the  corridor,  storeroom  and  toilet  room  floors. 
are  finished  with  rock  asphalt,  a  durable,  sanitary  and 
cheap  material,  but  altogether  unsightly.  No  good  sub- 
stitute has.  however,  been  found  for  less  than  three 
times  its  cost. 


Dust  chutes  are  provided  at  each  end  of  the  building 
leading  to  fireproof  bins  in  the  basement,  which  are  con- 
nected with  a  flue  so  that  if  the  contents  should  become 
ignited  the  smoke  would  be  carried  off  without  enter- 
ing the  building. 

The  cost  of  the  building  was  as  follows : 

SCHOOL  62.     BOROUGH  MANHATTAN.     YEAR   1903   - 

Total  accommodation.  4,250.  Cubic  contents,  1,918,000.  Area  second 
floor,  22,439. 

Number  classrooms,  104.  Cubic  feet  per  classroom,  18,442.3.  Area  class- 
rooms, second  floor,  14,014.  equals  62.5  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per 
Pupil 

Cost  Per 
Classroom 

$5  1  8  000 

822 

270 

$121    88 

$4  980  77 

54  293 

086 

028 

12    78 

522  05 

Sanitary  
Electric 

38,666 
19  560 

.061 
031 

.020 
010 

9.09 
4   60 

371.79 
188  07 

Elevators,  not  in- 
stalled   

Totals  

$630,519 

1.000 

.328 

si  is..  i  s 

$6.062.68 

Remarks. — Duplicate  sub-basement.  Auditorium  with  gallery  not  sub- 
divided. Four  large  elevator  shafts.  Only  one  classroom  unit  on  first  floor; 
nineteen  units  given  to  gymnasium,  lockers,  baths,  cooking,  shop  and  offices. 

Public  School  38,  Clark,  Dominick  and  Rroome  streets 
(see  plate  104),  is  in  that  section  of  the  lower  west  side 
of  the  town  where  the  rebuilding  has  but  more  recently 
taken  place.  On  the  opposite  corner  at  the  right  of  the 
school  may  be  seen  some  of  the  old  houses  typical  of  this 
entire  neighborhood,  while  on  the  left  and  close  up  to 
the  school  walls  is  the  first  of  a  row  of  ten-family  tene- 
ments. 

The  old  school  building  is  directly  opposite,  and  when 
the  new  one  was  planned  with  its  fifty-three  classrooms, 
more  than  double  the  number  of  those  in  the  old.  it  was 
believed  that  care  should  be  taken  of  the  increase  in 
school  population  <>f  this  neighborhood  for  several  years 
to  come. 

The  speculative  builders  of  tenements,  however,  car- 
ried their  operations  to  such  an  extent,  using  the  size  of 
the  new  school  as  an  argument,  that  although  it  has  been 
open  only  a  year,  it  as  well  as  the  old  building  is  filled. 

Naturally  this  has  a  tendency  to  very  largely  increase 


47 


MODERN    SCHOOL   HOUSES 


the  taxable  values  of  the  neighborhood  and  as  such  is  a 
paying  investment  for  the  city. 

This  increase  in  values,  due  to  the  active  operations 
of  builders  soon  after  a  new  school  is  started  in  a  neigh- 
borhood, is  evidenced  in  almost  every  case,  there  being 
instances  where  such  increase  has  been  upwards  of  300 
per  cent,  in  two  years. 

The  question  of  an  outdoor  playground  is  a  serious 
.an-  in  such  cases  as  that  represented  in  Plate  3,  where 
the  tenements  at  the  right  and  left  extend  back  along 
the  rear  of  the  school  wall  to  within  twenty  feet  of  each 
other,  rendering  the  rear  of  the  school  premises  dark  if 
set  off  for  an  outside  yard.  The  difficulty  is  met  by 
enclosing  the  entire  area  of  the  lot  on  the  first  story  and 
using  it  for  an  assembly  room  and  indoor  playroom, 
while  the  actual  outdoor  play  space  is  on  the  roof  of  the 
main  building  where  an  abundance  of  light  and  air  may 
be  had. 

The  cost  of  Public  School  38  was  as  follows : 

SCHOOL  38.     BOROUGH  MANHATTAN.     YEAR   1904-1905 

Total    accommodation.    2,500.     Cubic    contents,    1.447,254.     Area   second 
floor.  15.560. 

Numl  er  classrot  ms.  53.  Cubic  feet  per  classroom,  27,307.  Area  class- 
rooms, second  floor.  8,928.  equals  57.4  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per 
Pupil 

Cost  Per 
Classroom 

Building  
Heating  
Sanitary  
Electric  

$305,000 
35.250 
32,489 
11,775 

.793 
.092 
.084 
.031 

211 
.024 
.023 

(HIS 

$122.0 

14.1 
1.30 
4.7 

$5,735.9 
665.1 
613.0 
222.1 

Totals 


$384,514 


1.000 


.266 


$153.8          $7,236.1 


Remarks. — Roof  playground. 

The  Morris  High  School  (plates  89  and  90)  is  un- 
fortunately placed  upon  a  street  only  forty  feet  in  width, 
the  plot  having  been  selected  for  a  small  high  school, 
but  owing  to  delays  caused  by  the  revision  of  the  city 
charter  and  other  matters,  the  final  orders  were  for  a 
building  to  care  for  at  least  2,500  students,  and  neither 
change  nor  enlargement  of  the  site  was  possible. 

The  principal  dimensions  of  the  building  are  frontage 
312  feet,  depth  of  wings  104  feet,  height  of  tower  179 
feet. 

The  assembly  room  is  placed  at  the  rear,  so  as  to  be 
easily  accessible  for  the  general  public  for  lectures  and 
other  purposes. 

The  cost  of  building  was  as  follows  : 

MORRIS  HIOH  SCHOOL.     BOROUGH  BRONX.     VBAR   1900 

Total   accommodation.    2,630.     Cubic   contents,    2,679,500.     Area,    second 
floor,  22,430.    Area  classrooms,  second  floor.  10.360,  equals  46.2  per  cent. 


The  requirements  were  for  a  manual  training  high 
school  of  the  most  advanced  type. 

It  has  therefore  been  planned  with  the  shops  on  one 
street  and  the  class  of  section  rooms  on  the  other,  these 
two  portions  being  connected  by  a  central  corridor  upon 
each  side  of  which  are  the  laboratories. 

This  leaves  two  large,  light  courts  at  the  foot  of  which 
are  the  assembly  rooms  and  gymnasiums. 

This  permitted  of  a  complete  separation  of  the  shops 
from  the  balance  of  the  building  and  simplified  the  floor 
framing,  so  that  covering  the  shops  it  is  built  to  carry 
300  pounds  live  load  per  square  foot,  excepting  in  the 
foundry,  where  it  was  increased  to  600  pounds  to  the 
square  foot.  The  floor  systems  for  the  balance  of  the 
building  are  designed  to  carry  not  more  than  75  pounds 
live  load  per  square  foot. 

The  floor  arches  for  the  shops  are  of  concrete — broken 
stone,  sand  and  Portland  cement — while  6-inch  seg- 
mental  terra-cotta  arches  are  used  elsewhere  in  the  build- 
ing. 

The  equipment  is  not  complete  at  this  writing,  but 
while  the  general  construction  cost  was  only  about  i8!/i 
cents  per  cubic  foot,  with  a  cubical  displacement  of 
3,291,650  cubic  feet,  yet  the  equipment  consisting  of 
high  power  boilers,  electric  generators  ( in  duplicate,  one 
set  being  operated  by  a  steam  turbine  and  the  other  by  a 
125  horsepower  reciprocating  engine),  iron  and  brass 
foundry  or  molding  room,  forge  rooms,  machine  shops, 
pattern-making  shop,  wood  turning,  etc.,  will  bring  the 
cost  per  capita  to  rather  a  high  figure. 

The  De  Witt  Clinton  High  School  (plate  50)  covers 
solidly  the  block  of  200  feet  front  on  Tenth  avenue, 
between  Fifty-eighth  and  Fifty-ninth  streets,  by  200 
feet  in  depth,  and  was  designed  for  3,000  students. 

This  is  an  example  of  the  application  of  the  commer- 
cial idea  in  the  erection  of  a  high  school,  for  while  out- 
door space  for  recreation  is  desirable  in  a  building  of 
this  character,  it  is  not  essential,  and  has  therefore  not 
been  provided  for. 

The  basement  is  devoted  to  a  gymnasium  60  x  140 
feet,  the  necessary  lockers,  shower  and  dressing  rooms, 
teachers'  lunch  room,  storerooms,  etc.,  also  the  lower 
floor  of  the  assembly  room,  which  with  its  gallery  and 
platform,  seats  2,250  people.  The  entrance  is  through 
the  foyer,  which  is  on  a  level  with  the  gallery  floor. 
Fig.  5.  The  lighting  of  the  room  is  by  skylights  in  the 
bottom  of  the  court  facing  the  front. 

The  cost  of  the  building  was  as  follows  : 


VARIOUS  CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per                 SCHOOL  D.  W.  C.   H.  S 
Total   accommodation     2  83 

BIIRIII-CH  MANHATTAN.      YKAR    1903-1905 

5.     Cubic    contents,    .5.650,967.     Area,    second 
s.  second  floor.    16,800. 

Building  
Heating  
Sanitary 
Klectric     
Elevators     

$467.483 
49.447 
37,445 
28.886 

'(.ooo 

.789 
.083 
.063 
.049 
.016 

.175 
.018 
.014 
.011 
.003 

$177.75        floor.   29.515.     Area  classroom 
-   18.80 

14.24 
10.98           VAHIOI-S  CONTRACTS         Co 
3.42                                                               f 

1 
ntract         Per  Cent.         Cost  Per 
rice          Total  Cost     Cubic  Feet 

Cost  Per 
Pupil  < 

$592,261 

1.000 

.221 

51).  11)11                   .802                   .178 
59,864                     074                   .016 
49.174                   .062    '                .013 
37.65K                   .046                   .012 
12.633                     016                   .003 

S229.4 
21  .  1 
I7..i 
13.3 
4.5 

*         Heating  

Ktm,i-                      ,-cment.  rock  excavation     Auditorium  extei 

tower 

1,  library,  lecture  rooms,  lockers. 
•>;ms.  providing  for  .s  classes,  equals  loss 
iilinK  for  12  classes,  equals  loss 
:>TAL  30  units  not  providing  accommodations. 

ision.     Large        Electric 

Elevators  

).                                         Totals  $809,729                 1    (MM)                   .222 
I. 

285.9 

The  Stmvcsant  High  School  occupies  a  plot  on  Fif- 
teenth street,  near  First  avenue,  and  running  through 
to  Sixteenth  street. 


(Plate  91.)  The  \\adleigh  High  School,  on  n  4th  and 
H5th  streets,  near  Seventh  avenue,  is  built  on  a  plot  of 
ground  near  the  center  of  the  block  and  running  through 


MODERN   SCHOOL   HOUSES 


FIG.    I.  - 

-Public ' 


•3-fllannauan- 


from  street  to  street.  It  was  therefore  planned  of  the 
H  type,  the  courtyard  on  the  front  being  devoted  to  trees 
and  flowers,  while  a  portion  of  the  central  or  courtyard 
space  at  the  rear  contains  the  assembly  room,  with  en- 
trances directly  from  115th  street  for  the  use  of  the 
public. 

The  cost  of  this  building  was  substantially  the  same 
as  that  given  for  the  Morris  High  School. 

(Plate  103.)     Public  School  31  (formerly  P.  S.  167), 


at  I44th  street  and  Morris  avenue,  the  Bronx,  is  one  of 
several  of  this  type,  erected  at  about  the  same  time 
(1898),  wherein  is  given  the  maximum  amount  of  light. 

The  cost  was  as  per  table  at  end. 

Public  School  165,  on  rogth  street  (plates  93  and  103) 
near  Broadway,  is  of  the  H  type,  as  the  plot  is  in  the  cen- 
ter of  the  block  running  through  from  street  to  street. 

Tenements  have  been  built  solidly  up  against  it  on 
each  street,  but  owing  to  the  plan  whereby  the  light  for 


•Public -$0100!    ^-Wanhattan- 

4<J 


MODERN    SCHOOL    HOUSES 


J 

U.J. 

rH 


tEJT'Tl 

:«-»•  4-  — U-.l— J~— I 


FIGURE  4 

the  classroom  is  received  direct  from  the  court  fronting 
the  street  and  formed  on  the  school  premises,  there  is 
no  interference  therewith. 

The  building  accommodates  3,100  pupils  and  was  built 
in  two  sections  at  different  times  and  under  adverse  con- 
ditions and  the  cost  thereof  is  therefore  of  little  use  for 
comparative  purposes. 

Public  School  3,  Hudson  and  Grove  streets,  replaces 
the  one  that  was  over  fifty  years  old  and  that  was  burned 
about  five  years  ago. 

The  plans  for  the  new  building  were  started  on  the 


FIGURE  5 

morning  after  the  fire  and  completed  in  record  time. 
The  number  of  classrooms  in  the  new  structure  is  nearly 
50  per  cent,  greater  than  in  the  old.  There  was  not 
sufficient  space  for  an  assembly  room  without  its  being 
used  also  for  classroom  purposes,  and  as  it  is  the  policy 
of  the  School  Board  to  avoid  this  it  was  decided  to  place 
it  on  property  to  be  acquired  adjacent  to  the  school 
(Figs,  i  and  2)  and  which  will  be  carried  out  very  short- 
ly. The  cost  of  the  building  was  as  per  table  at  end. 

Fig.  13.    Public  School  21,  on  Mott  street,  extending 
through  to  Elizabeth  street,  was  a  problem  most  difficult 

of  solution  since  a  large  portion 
of  the  plot  was  occupied  by  an 
old  school  in  which  the  pupils 
had  to  be  cared  for  until  a  por- 
tion of  the  new  structure  was 
made  ready,  thus  making  two 
distinct  building  operations  at 
a  largely  increased  cost. 

There  was  no  place  to  spare, 
so  the  assembly  room  was 
placed  beneath  the  courtyard 
with  entrances  direct  from  the 
street  for  use  by  the  public  at 
evening  lectures. 

This  does  not  interfere  with 
the  use  of  the  yard  for  recrea- 
tion purposes.  The  c©st  of  the 
building  is  as  per  table  at  end. 
Fig.  14  is  one  of  several 
school  buildings  erected  under 
the  approach  of  the  Williams- 
burg  Bridge  in  the  endeavor  to 
utilize  land  already  owned  by 
the  city  in  a  neighborhood 
where  values  range  from  $10  to 


FIGURE  6 


MODERN   SCHOOL   HOUSES 


ft 


*i«    ^^^VJ      .,,     .<*,      —,£«.,.„.     « 

--^   ^.  —,*  ~^  ^  i_r   ^,  A4., 

/ 


FIGURE  7 


$14  per  square  foot.     The  noise  from  the  traffic  of  the  plots   surrounded   by   towering   tenements   is   rather   a 

bridge,  however,  is  so  great  that  the  experiment  will  complex  problem.     The  many  differences  in  -the  plans 

scarcely  be  repeated,  although  the  pupils  and  teachers  due  to  the  varying  size  and  conditions  of  school  sites 

have  gradually  become  accustomed  to  it.  requires  that  a  special  study  of  the  heating  and  venti- 

The  ventilation  of  school  buildings  crowded  in  upon  lation  shall  be  made  in  each  case. 


. 

_, 


1 


- 
••^f!_ 

•  '*  '•*  *-- 


I  '    .  —  ^Vi.-,       -'  ~" 


•  . 


FIUURE  8 
51 


MODERN   SCHOOL   HOUSES 


L. 


FIGURE  9 


One  type  is  shown  in  Public  School  66  in  East  Eighty-      stricted  for  stoop  line)  was  acquired  for  a  building  of 
eighth  street,  near  First  avenue,  Figs.  7  and  8,  where  a      thirty  classrooms, 
plot  175  feet  front  by  100  feet  in  depth  (less  5  feet  re-          The  assembly  room  is  placed  on  the  first  floor  running 


FIGURE  10 

5- 


MODERN   SCHOOL   HOUSES 


•3rst 
>;„...  „.*  y. 


-^-T*    ' 


i    •   .  •• 

H~-         . 


PUB. 


FIGURE    II 


through  to  the  rear  line,  with  small  indoor  playroom  for  trolled  automatically  by  a  thermostat,  so  that  the  air 

boys  and  girls.    The  fresh  air  intakes  are  placed  at  the  passing  to  the  classrooms  shall  not  exceed  72  degrees  F. 

rear  with  the  openings  on  the  second  story  window  sill  The  fans  or  blowers  are  placed  near  the  foot  of  the 

level    and    communicate    with    the    Heating    Chambers  heating  chambers,  and  are  of  such  capacity  that,  running 

placed  in  the  cellar  directly  beneath  them,  where  they  at  moderate  speed,  they  will  supply  30  cubic  feet  of  fresh 

pass  over  the  indirect  stacks;  the  temperature  is  con-  air  per  pupil  per  minute  to  each  classroom,  the  air  being 


llfi 


E  ^T> 


-BL:.    • 

J/FA7'.  TAiLS 


FIGURE    12 


S3 


MODERN    SCHOOL    HOUSES 


conveyed  in  galvanized  iron  ducts  from  the  blowers  to 
the  various  uptake  Hues  leading  to  the  classrooms. 
Steam  for  heating  and  as  a  motive  power  for  the  engines 
driving  the  blowers  is  furnished  by  a  battery  of  three 
horizontal  tubular  boilers  located  in  the  cellar,  reducing 
valves  being  placed  in  the  heating  lines. 

The  steam  plan,  location  of  blowers  and  the  ducts 
leading  therefrom  are  shown  in  Fig.  9,  the  steam  return 
plan  in  Fig.  10.  The  details  of  the  boilers,  their  settings 
and  accessories,  are  shown  in  Fig.  10,  while  the  blower 
and  heating  chamber  details  are  shown  in  Fig.  12.  Each 
classroom  is  provided  with  an  independent  source  of  heat 
by  means  of  radiators  placed  usually  under  the  windows, 
automatically  controlled  so  that  the  temperature  of  the 
room  may  always  be  maintained  at  70  degrees,  irrespec- 
tive of  the  outside  temperature  and  without  superheat- 
ing the  air  used  for  ventilation. 

The  outlets  for  the  vitiated  air  are  placed  within  8 
inches  of  the  floor  line,  both  the  fresh  air  inlets  and  the 
vent  flues  being  placed  in  the  inner  walls  of  the  rooms. 

The  vents  are  carried  straight  through  to  the  roof  and 
finished  with  an  exhaust  cowl  or  hood. 

Ample  clean-out  doors  are  placed  in  the  flues  and 
heating  chambers  to  permit  of  their  being  kept  in  a 
cleanly  condition. 

This  method  of  keeping  the  heating  and  the  ventilation 
entirely  distinct  and  separate  has  been  found  to  give  the 
best  results  in  actual  practice,  owing  to  the  sudden  varia- 
tions in  our  climate. 


FIGURE  14 

What  is  now  known  as  the  Borough  of  Manhat- 
tan, but  which  prior  to  1875  constituted  the  City  of 
New  York,  is  where  the  congestion  of  population  is 
greatest  and  land  values  consequently .  higher.  There 
are  also  points  of  great  congestion,  however,  in  the 
Boroughs  of  The  Bronx  and  Brooklyn,  where  the  school 
buildings  must  follow  the  lines  already  indicated  as 
having  been  found  necessary  to  meet  the  same  prob- 
lem in  the  Borough  of  Manhattan.  As  a  rule,  however, 
the  schools  in  these  two  boroughs,  as  well  as  those  in 
Queens  and  Richmond,  have  quite  large  spaces  for  play- 
grounds, some  plots  of  200x200  feet  having  now  only  an 
eight-room  building  thereon,  which  later,  however,  will 
have  to  be  replaced  with  larger  structures  to  keep  up 
with  the  steady  growth  of  population. 

Public  School  37,  The  Bronx  (Plates  94-95).  is  of 
the  H  type,  but  with  the  more  recent  improvement  in 
the  planning  whereby  the  assembly  room,  seating  about 
1,400,  is  placed  beneath  the  outdoor  playground  of  the 
larger  court.  This  has  the  advantage  of  obtaining  a 
room  free  from  obstructions  and  larger  than  could  pos- 
sibly be  formed  in  the  body  of  the  building,  while  it  is 
easily  accessible  for  the  general  public.  Illumination 
is  obtained  by  the  use  of  vault  lights  placed  in  the 
pavement  overhead  and  also  from  windows  along  the 
street.  Mechanical  ventilation  and  electrical  lighting 
are  also  provided  so  that  the  room  may  be  used  under 
any  and  all  conditions. 

The  principal  disadvantages  are  the  low  ceiling — nec- 
essary in  this  particular  case  because  of  the  presence  of 
water  at  a  high  level — and  that  the  children  have  more 
stair  climbing  than  usual.  This  last  is  overcome  al- 
most wholly  by  so  arranging  for  its  use  that  the 
pupils  enter  direct  for  the  exercises  before  going  to 
their  classrooms  or  just  prior  to  dismissal. 

In  large  schools  these  assembly  rooms  have  been 
found  so  convenient  that  they  are  used  almost  constantly 
for  one  purpose  or  another. 

A  further  development  of  this  scheme  has  been  put 
into  effect  in  Public  School  65,  in  the  Borough  of  Man- 
hattan, where  another  and  smaller  assembly  room  is 
formed  beneath  the  small  courtyard. 


54 


MODERN    SCHOOL    HOUSES 


FIG.    IS 


This  was  made  necessary  as  the  3,200  pupils  which 
the  school  accommodates  are  divided  into  two  separate 
school  organizations. 

We  have  thus  a  plot  of  150  feet  frontage  by  200  feet 
in  depth  to  the  next  street  for  which  a  structure  has 
been  designed  and  erected  covering  the  entire  area  of 
30,000  square  feet,  in  the  basement  of  which  over  half 
is  used  for  school  purposes,  while  the  stories  above  are 
so  planned  as  to  have  courtyards  covering  about  13,000 
square  feet  for  outdoor  playground,  having  an  abund- 
ance of  light  and  air,  which  cannot  be  infringed  upon 
by  neighboring  buildings. 


This  also  applies  to  the  classrooms  which,  excepting 
those  in  the  ends  fronting  the  street  of  50  feet  in  width, 
all  face  the  courtyard,  thus  giving  much  additional  light. 

Public  School  147,  Brooklyn,  occupies  a  block  front 
of  slightly  more  than  the  usual  dimensions  and  some- 
what irregular  in  form. 

The  assembly  room  is  placed  beneath  the  large  court 
on  the  rear. 

Public  School  137,  Brooklyn.  This  is  one  of  several 
of  this  type  erected  about  the  same  time,  wherein  the 
toilets  and  stairways  are  placed  at  each  end  of  the 
building,  while  the  assembly  room  is  formed  on  the 
upper  floor  in  the  central  portion.  This  is  not  to  be 
recommended  because  of  the  many  obvious  objections 
thereto  and  has  been  abandoned  in  all  later  work. 

Public  School  153,  The  Bronx.  Erected  in  a  strictly 
suburban  locality  at  the  foot  of  a  sharp  slope,  the  in- 
tent having  been  to  bring  all  down  to  the  curb  level. 


FIG.    Id 


-Commtmil    |hfh  $rbea1  - 


FIG.    17 

This  was  obviated  by  the  adoption  of  the  scheme  shown, 
which  left  some  of  the  original  natural  features. 

The  shrubbery  was  presented  to  the  school  by  inter- 
ested parents  and  planted  at  one  time  without  notice  to 
the  authorities,  who  otherwise  could  have  directed  the 
work  so  as  to  obtain  better  landscape  effects. 

The  structure  is  fireproof  throughout  and  cost  about 
25  cents  per  cubic  foot,  the  local  conditions  as  to  rock 
excavations,  restrictions  and  other  matters  having  large- 
ly to  do  with  its  price. 

Public  School  34,  Richmond.  This  is  another  in- 
stance where  suburban  conditions  have  been  met  by  de- 
signing a  low  building,  suited  to  its  location. 

As  in  all  similar  cases  the  cost  per  capita,  owing  to 
local  conditions,  long  haulage,  great  distance  from  the 
homes  of  the  workmen,  absence  of  supplies,  is  greatly  in 
excess  of  work  in  the  heart  of  the  city. 

It  might  well  be  added  that  the  expense  is  increased 
by  the  cost  of  the  stoops  and  approaches,  all  of  which 


55 


MODERN   SCHOOL   HOUSES 


would  answer  for  a  much  larger  school  building,  in  the 
computation  of  which  the  cost  would  be  inconspicuous, 
but  in  the  smaller  building  of  eight  classrooms  becomes 
of  real  importance. 

The  Commercial  High  School,  Brooklyn.  This  is 
another  instance  where  the  requirements  called  for  a 
school,  the  basement  of  which  covers  the  entire  plot  of 
200x200  feet. 

The  gymnasium  is  beneath  the  front  courtyard,  and 
the  assembly  room,  seating  some  1,500,  in  the  rear  and 
lighted  from  above. 

Figs.  15,  16  and  17  clearly  show  the  arrangement  of 
the  principal  floors. 


The  Curtis  High  School,  Richmond  (Plates  87-88). 
The  illustration  is  somewhat  unfortunate,  since  it  does 
not  show  the  gable  end,  for,  owing  to  a  very  sharp 
descent  of  the  land  at  the  right  and  obstructions  at  the 
left,  it  is  about  the  only  point  of  view  for  a  camera. 


PLA/S  «• 


-*UbliC'$ChOOl 

FIG.  18 


FIG.    19 

The  layout  of  the  floors  serve  to  emphasize  the  state- 
ment that  the  building  has  never  been  completed,  it  hav- 
ing been  designed  to  come  within  a  certain  figure,  neces- 
sitating the  omission  of  the  assembly  hall  planned  for 
the  rear  of  the  building  on  the  first  floor,  the  same  as 
the  Morris  High  School. 

The  gymnasium  is  therefore  used  as  an  assembly  hall. 
The  attendance  has  increased  so  rapidly  that  in  the  near 
future  an  addition  must  be  undertaken  which  will  also 
include  the  assembly  hall. 

As  the  structure  is  incomplete  a  statement  of  cost 
would  be  of  no  value. 

The  Erasmus  Hall  High  School,  Brooklyn,  together 
with  its  numerous  annexes  and  additions,  covers  practi- 
cally the  entire  plot  except  a  space  across  the  front. 
Being  all  of  frame  construction  and  nowhere  supplying 
an  assembly  hall,  instructions  were  received  to  proceed 
with  a  comprehensive  plan  for  the  improvement  of  the 
whole  site,  some  250  feet  wide  by  500  feet  in  depth, 
running  through  from  street  to  street,  the  first  portion 
of  which  was  to  contain  a  hall,  together  with  a  library, 
certain  laboratories,  etc..  the  total  cost  being  limited  to 
a  certain  sum. 

The  interior  shows  also  the  usual  arrangement  of 
platform  for  all  high  schools,  which  is  made  of  sufficient 
size  to  accommodate  the  graduating  class,  groups  of 
visitors,  also  for  public  meetings.  The  use  of  scenery 
01  curtains  is  strictly  forbidden,  and,  in  fact,  cannot 


56 


MODERN   SCHOOL   HOUSES 


be  used,  there  being  no  provision  made  therefor,  and 
the  platform  being  so  designed  that  a  curtain  dropped 
at  the  rear  of  the  opening  would  reduce  the  available 
area  by  over  one-half,  rendering  the  balance  useless. 

Public  School  33,  Richmond,  is  one  of  a  very 
few  frame  buildings  erected  by  the  Board  of  Edu- 
cation during  the  past  few  years,  and  has  been 
designed  to  serve  what  is  now  a  sparsely  settled  com- 
munity. I>ut  such  are  the  rapid  changes  caused  by 
real  estate  operations  that  this  building  will  have  to 
be  moved  to  one  side  and  a  large  brick  structure  put 
in  its  place.  Perhaps  this  may  be  deferred  several 
years.  This  two-classroom  building  represents  the 
smallest  of  all  the  schools  we  have  built. 

Thus  again  local  conditions  become  the  factor  of 
greatest  control,  and  when  these  change  almost  year  by 
year  the  problem  becomes  more  and  more  complex  and 
difficult  of  solution. 

Figure  19,  terra-cotta  ornament,  is  placed  on  each  new 
school-house. 


Tables  of  Cost 

SCHOOL  37,  BOROUGH  BRONX.     YEAR  1903. 

Total  accommodation,  2,450.  Number  classroom  units,  53.  Cubic  contents, 
1,566,300  cubic  feet.  Cubic  feet  per  classroom  unit.  29,553.  Area  second 
floor.  17,990.  Area  classrooms,  second  floor,  10,620,  equals  59  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost 
per  Cu.  Ft 

Cost 
per  Pupil 

Cost 
pefC.  R. 

$359,025 

.842 

$0.229 

$146.54 

$6,774.06 

36  900 

087 

024 

15   06 

696   22 

18,755 

.044 

.012 

7.65 

353.87 

Electric       

11  488 

027 

007 

4  69 

216    75 

Totals 

$426  168 

1  000 

$0  272 

$173   94 

$8  040  90 

Remarks. — First  story  indoor  playroom;  auditorium  under  large  courtyard; 
4  units  devoted  to  offices,  shop  and  cooking.  Pile  foundations;  quicksand. 
High-water  level. 


SCHOOL   147,   BOROUGH   BROOKLYN.     YEAR   1904-1905. 

Total  accommodation,  3,950.  Number  classrooms,  83.  Cubic  contents, 
2,415,389.  Cubic  feet  per  classrooms,  303,819.  Area  second  floor,  28,957. 
Area  classrooms,  second  floor,  171,604. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost 
per  Cu.  Ft 

Cost 
per  Pupil 

Cost 
per  C.  R. 

Building  
Heating  

$417,745 
49,267 
!         36  142 

.796 
.094 
070 

$0.172 
.020 
015 

$107.1 
12.6 
9   3 

$5,221.8 
615.8 
451   8 

j         21  885 

040 

009 

5   6 

273   5 

Totals 

$525  039 

1   000 

$0  216  i 

$134  6 

$6  562  9 

I 

Remarks — Plat  roof. 


SCHOOL  137,  BOROUGH  BROOKLYN.     YEAR  1901. 

Total  accommodation,  1,300.  Number  classroom  units,  35.  Cubic  contents, 
835,300.  Cubicfeet  per  classroom  unit,  23,866.  Area  second  floor,  9,715. 
Area  classrooms,  second  floor,  5,511,  equals  56.7  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost 
per  Cu.  Ft. 

Cost 
per  Pupil 

Cost 
per  C.  R. 

$152  729 

812 

$0  183 

$117  48 

$4  363   69 

18  568 

099 

022 

14   28 

530   51 

12  700 

067 

015 

9  77 

362   86 

4  211 

022 

005 

3  24 

120  31 

Totals   

$188,208 

1   000 

$0  225 

$144   77 

$5  377  37 

Remarks. — No  cellar.      Boilers  in  basement. 

Units  devoted  to  offices 1 

"  assembly  not  subdivided 6 

"  gymnasium  not  subdivided 2 

Total  units  not  providing  accommodations 9 


SCHOOL  34,  BOROUGH  RICHMOND.     YEAR  1903. 

Total  accommodation,  400.     Number  classroom  units,  8J.     Cubic  contents 

214,900.     Cubic    feet   per  classroom   unit,    25,282.     Area   second    floor, 
4,860.     Area  classrooms,  second  floor,  2,850,  equals  58.6  per  cent. 


VARIOUS 

CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost 
per  Cu.  Ft. 

Cost 
per  Pupil 

Cost 
per  C.  R. 

$58  010 

828 

$0   269 

$145  02 

$10  547  27 

5  683 

081 

027 

14   21 

1  033  27 

4  187 

060 

019 

10   47 

761   27 

Electric  

2,185 

.031 

.011 

5.46 

397.27 

Totals  . 

$70  065 

1  000 

$0  326 

$175   16 

$12  739  08 

Remarks. — Boilers,  toilets  and  playrooms  in  basement,     i  unit  devoted  to 
offices. 

COMMERCIAL  HIGH  SCHOOL,  BOROUGH  BROOKLYN. 
YEARS   1904-1907. 

Total  accommodation,  2,669.  Number  working  units,  102.  Cubic  contents 
2,543,110.  Cubic  feet  per  unit,  24,989.  Area  second  floor,  27,160.  Area 
classrooms,  second  floor,  16,582,  equals  61  per  cent. 


VARIOUS 
CONTRACTS 


Contract       Per  Cent. 
Price      ,  Total  Cost 


Cost  per  Cost  Cost 

Cu.  Ft.        per  Pupil      per  C.  R. 


$453  000 

805 

$0  177 

$127  6 

$6  040  00 

Heating  

44.693 
35  311 

.079 
063 

.018 
014 

12.6 
9  9 

595.90 
470  80 

29  628 

053 

012 

8  4 

395  00 

Totals 

$562  632 

1  000 

$0  221 

$158  5 

$7  501  70 

Remarks. — Basement  covers  entire  site. 


SCHOOL  No.  3,  BOROUGH  MANHATTAN.  YEAR  1905-1906. 

Total  accommodation,  2,300.  Cubic  contents,  1,151,620.  Area  second 
floor,  12,794. 

Number  classrooms,  49.  Cubic  feet  per  classroom,  22,581,  Area  class- 
rooms, second  floor,  7,431. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per 
Pupil 

Cost  Per 
Classroom 

$229,000 

77 

198 

$99  56 

$4  673  35 

31  859 

11 

028 

13  85 

650   18 

29  434 

095 

025 

12    XI) 

600  07 

7  650 

025 

007 

3  33 

156  21 

Totals 

$297  943 

1  000 

258 

$129  54 

$6  080  21 

Remarks. — Assembly  room  yet  to  be  built  on  property  recently  acquired 
at  the  left. 

SCHOOL  21    (OLD  No.   106),  BOROUGH   MANHATTAN. 
YEAR  1903. 

Total  accommodation,  2,350.  Cubic  contents,  1,632,780.  Area  second 
floor,  15,566. 

Number  classrooms,  60.  Cubic  feet  per  classroom,  27,213.  Area  classrooms, 
second  floor,  8,162,  equals  52.4  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per 
Pupil 

Cost  Per 
Classroom 

$338  000 

805 

207 

$143   81 

$5  633  34 

38,560 

.092 

.024 

16.41 

642.67 

28  976 

069 

017 

12   33 

482   93 

14.440 

.034 

.009 

6.14 

240.66 

Totals  

$419,976 

1  .000 

.257 

$178.71 

$6,999  .  60 

Remarks — Built  in  two  sections  under  one  contract.  Auditorium  extension , 
baths  and  lockers  in  basement.  Thirteen  units  devoted  to  offices,  baths,  lock- 
ers, shop  and  cooking. 

SCHOOL  31  (OLD  No.  167),  BOROUGH  BRONX.  YEAR  1908. 

Total  accommodation,  1,500.  Cubic  contents,  922,470.  Area  second  floor 
11,415. 

Number  classrooms,  42.  Cubic  feet  per  classroom,  21,963.6.  Area  class- 
rooms, second  floor,  6,220,  equals  54.5  per  cent. 


VARIOUS 
CONTRACTS 

Contract 
Price 

Per  Cent. 
Total  Cost 

Cost  Per 
Cubic  Foot 

Cost  Per 
Pupil 

Cost  Per 
Classroom 

Building  and  san- 

$208  929 

87 

.226 

$139  28 

$4,974  50 

Heating  and  Elec- 

30  880 

.13 

.033 

20.59 

735  24 

Totals      .... 

$230,809 

1   00 

.259 

$159   87 

$5,709  74 

Remarks. — First  floor  all  playroom  except  1  unit — 12  units  devoted  to 
shop,  modeling  rooms,  lockers,  gymnasium  and  offices.  Toilets  in  yard  31,500 
cubic  feet. 


57 


MODERN    SCHOOL   HOUSES 


INTERCOMMUNICATING  TELEPHONES  IN 
THE  MODERN  SCHOOL  HOUSE 


MUCH  has  been  written  in  recent  years  bear- 
ing on  the  subject  of  invention,  its  progress 
and  its  effect  upon  the  civilization  of  the 
world.  It  is  generally  conceded  that  new  industries 
have  been  developed,  commerce  and  trade  have  been 
immeasurably  increased,  and,  in  fact,  that  our  entire 
mode  of  life  has  been  revolutionized  as  a  result  of 
the  study  and  experiments  of  the  great  inventors 
of  modern  times.  It  would  doubtless  be  difficult  to 
state  without  fear  of  contradiction,  the  one  particular 
invention  that  has  contributed  in  greatest  measure  to  the 
present  high  state  of  mechanical  development,  but  prob- 
ably the  telephone  would  have  many  advocates  in  any 
debate  attempting  to  determine  this  question.  Certainly 
the  modern  methods  of  business  with  the  ever-increas- 
ing tendency  toward  centralization  of  authority  and 
oversight,  make  the  telephone  an  indispensable  adjunct 
upon  which  the  efficiency  of  most  organizations  largely 
depends.  Wherever  a  business,  operation,  or  undertak- 
ing extends  beyond  the  immediate  sight  or  hearing  of 
its  responsible  head,  the  telephone  becomes  at  once  a 
necessity,  if  the  standards  of  efficiency  fixed  by  leaders 
in  the  various  fields  are  to  be  maintained ;  and  the  stan- 
dards established  by  the  best  organizers  in  business  are 
equally  applicable  to  school  organizations. 

Seated  at  his  office  desk,  the  principal  of  the  modern 
school  has  before  him  a  telephone  and  a  key  box  with 
parallel  rows  of  buttons  and  numbered  labels.  Each 
teacher  in  his  or  her  respective  classroom  has  close  at 


hand  a  telephone.  There  is  also  one  located  in  the  jani- 
tor's room,  and  one  in  the  stockroom.  The  administra- 
tive head  of  the  school  has  thus  at  his  linger  tips  every 


r- 


CLASS   ROOM 


SHOWING   LOCATION    OF   TELEPHONK 


I'RINCIl'AI.  S   ROOM 


SHOWING  TELEPHONE  AMI   KEY  BOX 


detail  and  branch  of  his  organization.  Each  teacher  is 
secure  in  the  knowledge  that  the  ''chief"  and  the  rest 
of  the  school  faculty  are  no  further  away  than  the  tele- 
phone instrument  on  the  wall.  Such  an  equipment  or 
some  modification  of  it  is  known  by  the  trade  name  of 
Inter-phone  system,  which  distinguishes  the  instruments 
and  apparatus  from  the  local  and  long  distance  tele- 
phones familiar  to  all.  The  automatic  feature  of  the 
Inter-phone  system  and  its  adaptability  to  constant  and 
immediate  use,  make  it  particularly  appropriate  for 
schools.  It  performs  the  same  duties  as  were  formerly 
assigned  to  messenger  boys,  signal  bells,  and  speaking 
tubes,  but  performs  them  instantly  without  inconveni- 
ence, confusion,  or  interruption,  and  at  a  minimum  of 
expense.  This  method  of  instant  and  constant  com- 
munication and  inter-connection  has  come  to  be  consid- 
ered a  necessity  in  modern  schools.  No  business  man 
would  attempt  to-day  to  transact  his  business  without 
the  use  of  the  telephone,  and  no  business  man  acting  on 
a  school  board  would  ask  the  school  principal  or  teachers 
to  carry  on  theirs  without  an  equally  efficient  equip- 
ment. Constant  supervision  and  a  welding  together  of 
the  various  units  of  which  the  school  is  composed,  are 
absolutely  essential  to  the  best  results.  At  the  same 
time  there  is  a  feeling  of  security  and  responsibility  on 
the  part  of  the  teacher  who  has  this  dependable  tele- 
phone constantly  at  hand. 

Considering  the  practical    features  of  the  telephone 


58 


MODERN   SCHOOL   HOUSES 


equipment  we  find  that  the  plans  for  an  inter-phone  sys- 
tem very  readily  become  a  part  of  the  original  drawings 
for  a  new  school  building,  just  the  same  as  the  plumb- 
ing, heating  or  electric  work.  The  wiring  of  the  inter- 
phone system  is  extremely  flexible.  A  system  of  con- 
duits and  outlet  boxes  may  be  laid  out  so  that  the  wiring 
for  the  telephones  may  be  done  in  conjunction  with  the 
other  wiring  required  in  the  building.  Cable  is  used 
for  this  purpose.  For  inside  wiring  of  non-fireproof 
school  buildings,  this  may  be  run  in  mouldings  along 
walls  or  be  supported  by  pipe  straps.  Standard  instru- 
ments of  the  wall  and  desk  type  are  shown  in  the 
accompanying  illustrations.  For  the  principal's  desk. 


INTER-PHONES 


DESK    AND   WALL   TYPES 


an  ordinary  desk  stand  telephone  is  the  standard,  and 
at  its  side  is  placed  the  small  metal  box  with  buttons 
and  name  plates. 

A  modification  of  the  system  indicated  above,  is  one 
in  which  each  teacher  has  a  telephone  instrument  at 
hand  without  connecting  buttons.  With  this  system,  the 
principal  is  at  every  moment  within  instant  call  of  all 
classrooms.  Each  classroom  telephone  connects  directly 
with  the  principal's  office,  and  indirectly  through  this 


JANITOR  S   ROOM 


WITH   INTERCOMMUNICATING   TELEPHONE 


master  station  with  all  the  other  stations  in  the  system. 
The  advantage  claimed  for  this  type  of  installation  is 
that  it  furnishes  intercommunication  which  is  at  all 
times  under  the  supervision  of  the  principal.  In  the 
ordinary  equipment,  one  button  is  mounted  on  the  face  of 
each  wall  set  and  on  the  key  box  at  the  side  of  each  desk 
set,  for  each  station  connected  with  the  inter-phone  sys- 
tem. The  name  plate  is  provided  opposite  each  button, 
designating  the  name  or  location  of  the  station  associ- 
ated with  that  button.  To  make  a  call,  it  is  necessary 
only  to  press  the  button  opposite  the  name  of  the  station 
desired.  This  simple  act  of  pressing  the  button  and 
lifting  the  receiver  signals  the  party  and  conversation  is 
carried  on  exactly  as  in  the  case  of  the  ordinary  familiar 
telephone.  Nothing  simpler  than  the  operation  of  this 
device  can  be  imagined. 


MODERN   SCHOOL   HOUSES 


ARCHITECTURAL  TERRA  COTTA  IN 
SCHOOL  HOUSE  CONSTRUCTION 


By  CHARLES  U.  THRALL 


PUBLIC  School  No.  77,  Borough  of  Queens,  Brook- 
lyn, N.  Y.,  is  an  excellent  example  of  the  use 
of  architectural  terra  cotta  in  a  modern  school 
building.    The  architect  is  C.  B.  J.  Snyder.    The  build- 
ing is  as  typical  as  a  modern  building  of  a  class  in 
process  of  evolution 
can  be. 

Broadly  speaking, 
the  style  of  architec- 
ture may  be  termed 
an  adaptation  of  the 
Gothic  or  the  Tudor 
period.  The  domi- 
nant characteristic  is 
the  window  group- 
ing, a  feature  of  the 
greatest  practical  im- 
portance in  a  build- 
ing where  good  light 
is  so  absolutely  es- 
sential. This  meth- 
od admits  of  very 
effective,  and  at  the 
same  time  econom- 
ical, treatment  in 
terra  cotta.  ( See 
diagram.)  The 
pieces  are  compara- 
tively small  without 
loss  of  character — a 
saving  of  time  in 
manufacture  —  and 
repetition  is  fre- 
quent enough  to 
make  the  cost  pro- 
portionately low. 

Another  architec- 
tural feature  of  ad- 
vantage is  the  flat 
roof.  This  not  only 
allows  the  addition 


of  another  story  in 
case   of   future   ex- 

pan-ion,  but  serves  the  present  need  as  a  roof  garden, 
and,  in  crowded  districts,  makes  an  excellent  playground. 
The  construction  method  adopted  in  the  example  is 
the  one  generally  used.  The  basement  story  is  made  of 
plain  .-tone  in  pieces  larger  than  could  be  conveniently 
made  in  terra  cotta.  This  gives  the  desired  impression 
of  a  solid  base,  and  the  stories  above  as  they  ascend 
may  be  more  and  more  delicately  treated  in  pliant  terra 
cotta.  In  the  case  in  question  the  plain  surfaces  of  the 
impo-ed  stories  are  of  brick;  terra  cotta  would  serve 
equally  well,  if  not  to  better  advantage. 


DETAILS    OF   TERRA-COTTA   CONSTRUCTION 


The  jointing  shown  in  the  diagram  is  typical. 
Terra  cotta,  being  a  ceramic  material,  is  subject  in  its 
manufacture  to  a  slightly  variable  shrinkage.  On  this 
account  it  is  well  for  the  architect  to  take  up  the  mat- 
ter of  jointing  with  the  terra  cotta  manufacturer. 

In  the  building  il- 
lustrated a  soft  gray 
terra  cotta  is  used 
as  being  consistent 
with  the  style  of  ar- 
chitecture. In  some 
instances  it  will  be 
found  more  practi- 
cal to  use  a  different 
color  and  surface. 

In  crowded  dis- 
tricts where  the 
building  space  is 
limited,  light  courts 
are  essential.  A 
bright,  white  glazed 
terra  cotta  that  will 
reflect  the  light  and 
remain  clean  is,  in 
such  a  case,  almost 
a  necessity.  No 
other  material  will 
serve  as  well. 

The  white  glaze 
is  also  the  ideal 
material  for  interior 
use,  particularly  (in 
buildings  where  the 
basement  is  used 
for  a  winter  recre- 
ation room.  The 
plain  white  may  be 
relieved  with  a 

MnfH^ 

polychrome  frieze 
in  low  relief ;  no 
other  combination 
will  give  such  a 
bright,  cheerful  ef- 
fect. Among  the  advantages  of  glazed  terra  cotta  are 
the  facts  that  it  is  easily  cleaned  with  water,  is  always 
sanitary,  and  never  becomes  shabby,  worn,  and  in  need 
of  renovation. 

The  rapid  development  of  polychrome  terra  cotta  in 
the  past  five  years  gives  the  architect  of  to-day  unprece- 
dented opportunities  for  the  use  of  color  in  permanent 
form.  Public  buildings,  churches,  and  schools  are  par- 
ticularly adapted  for  color  treatment.  It  is  an  effective 
way  to  keep  such  buildings  in  large  cities  from  seeming 
insignificance  where  they  are  overshadowed  by  towering 


60 


MODERN   SCHOOL   HOUSES 


skyscrapers.  Examples  of 
polychrome  work  may  be 
seen  in  the  International 
Bureau  of  American  Re- 
publics, Washington,  D.  C., 
Albert  Kelsey  and  Paul 
Cret,  architects ;  the  Boston 
Opera  House  (allegorical 
panels  modeled  by  Bela 
Pratt).  Wheelwright  & 


Haven,  architects ;  the  Park- 
hurst  Church,  Madis'on  Square, 
N.  Y.,  McKim,  Mead  &  White, 
architects ;  the  Acadetny  of 
Music,  Herts  &  Tallant,  ar- 
chitects ;  the  Masonic  Temple, 
Lord  &  Hewlett,  architects, 
and  the  St.  Ambrose  Roman 
Catholic  Church,  George  H. 
Streeton,  architect,  all  of 
Brooklyn,  and  the  Norfolk 
High  School,  Norfolk,  Va., 
Neff  &  Thompson,  architects. 

The  fire  resistant  quality  of 
terra  cotta  is  one  of  the 
strongest  arguments — if  not 
the  strongest — in  favor  of  its 
use  in  school  buildings.  In  the 
course  of  manufacture  terra 
cotta  undergoes  a  temperature 
approximating  2100°  F.  Fire 
can  sweep  over  a  building  of 
terra  cotta  and  the  framework 
will  be  uninjured.  This  quality 
is  of  inestimable  importance  in 
localities  where  the  possibilities 
of  a  general  conflagration  arc 
great.  Such  safety  could  be 
obtained  by  the  use  of  no  other 
material  excepting  brick,  and 
then  in  less  degree. 

Fconomy  is  another  advan- 
tage. The  saving  over  stone 
is  said  to  be  from  20  per  cent, 
to  50  per  cent.,  depending 
upon  whether  the  design  is 
plain  or  ornamental.  In  the 
case  of  intricate  ornament,  fre- 
quently repeated,  the  cost  of 
stone  is  from  eight  to  ten 
times  greater  than  the  cost  of 
terra  cotta.  Because  terra 


stone  it  must  not  be  mis- 
taken for  an  imitation.  Its 
fire  resistant  quality,  its 
adaptability  to  modeled  de- 
tail decoration,  its  wide 
color  range,  and  its  vari- 
ety of  surface  treatment — 
plain,  and  bright  or  matte 
glaze — combine  to  make 
it  a  distinctive  material. 


While  it  may  be  harmoni- 
ously used  in  connection  with 
stone,  brick  or  concrete  con- 
struction, it  is  equally  suitable 
for  the  entire  building  from  the 
sidewalk  up. 

The  fact  that  terra  cotta  is 
used  for  many  important  pub- 
lic buildings  indicates  positive- 
ly that  it  is  a  high  class  ma- 
terial. Its  extensive  use  on  the 
buildings  of  the  College  of  the 
City  of  New  York  (George  B. 
Post  &  Sons,  architects),  in 
strong  contrast  with  stone,  and 
on  the  new  State  Educational 
Building,  at  Albany  (Palmer 
&  Hornbostel,  architects),  in 
direct  harmony  with  marble, 
are  particularly  fitting  exam- 
ples in  the  present  connection. 

Every  school  building  erect- 
ed in  New  York  during  the. 
past  twenty  years  has  used  ar- 
chitectural terra  cotta,  gener- 
ally to  a  large  extent. 

ARTIFICIAL    LIGHTING    OF 
SCHOOL  HOUSES 

In  large  cities,  where,  during 
the  winter  months,  night  ses- 
sions are  held  to  accommodate 
certain  pupils  whose  daylight 
hours  are  spent  in  necessary 
toil,  the  question  of  an  ade- 
quate and  harmless  system  of 
artificial  lighting  has  received 
care  and  thoughtful  attention. 
The  ability  to  illuminate  the 
classroom  with  a  moderate, 
even  light,  one  that  will  not  daz- 
zle the  eve.  seems  to  be  best  met 


cotta  is  lighter  than  stone  it 
is  more  readily  handled,  and 
another  saving  would  result 
in  that  the  framework  could 
be  made  materially  lighter. 
The  extensive  use  of  terra 
cotta  affects  favorably  the 
insurance  costs. 

Because     terra     cotta     is 
largely  used  in  the  place  of 


by  incandescent  lamps,  pro- 
vided with  suitable  reflectors. 
This  method,  of  course,  only 
applies  where  electricity  is 
used  for  lighting.  Gas,  ow- 
ing to  its  non-flexibility  of 
adjustment,  the  heat  gener- 
ated and  other  reasons,  can- 
not be  considered  a  desirable 
illuminant  for  classrooms. 


61 


Modern  School  Houses 


Plates 


MODERN    SCHOOL    HOUSES 


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PERSPECTIVE  AN'H   ni.OCK    Pt.AN 


The  symmetry  of  the  above  plan  is  commendable.  The  proposed  Technical  High  School  is  a  practical  modern  school 
building,  the  same  length  as  the  present  High  School  and  its  location  serves  to  screen  the  Manual  Training  School,  a  some- 
what incongruous  building.  The  ready  intercommunication  between  the  three  schools  of  the  group  is  well  provided  for. 


TECHNICAL  HIGH   SCHOOL 
HARTFORD,   CONN. 


MESSRS.   DAVIS  &  BROOKS,   ARCHITECTS 
MESSRS.  PALMER  &   HORNBOSTEL.   CONSULTING  ARCHITECTS 

Plate  i 


MODERN   SCHOOL   HOUSES 


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MODERN   SCHOOL   HOUSES 


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MODERN    SCHOOL   HOUSES 


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MODERN    SCHOOL   HOUSES 


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MODERN   SCHOOL   HOUSES 


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Plate  7 


MODERN    SCHOOL   HOUSES 


Plate  8 


MODERN    SCHOOL   HOUSES 


HIGH   SCHOOL 
SIMSBURY,  CONN. 


MR.   E.   F.   HAPGOOD 
ARCHITECT 


Plate  9 


MODERN   SCHOOL   HOUSES 


Plate  io 


MODERN   SCHOOL   HOUSES 


i/ nr 


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53    • 

31 

g& 
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Plate  ii 


MODERN  SCHOOL  HOUSES 


The  David  Ranken,  Jr.,  School  of  Mechanical  Trades,  was  founded  for  the  purpose  of  teaching  the  Building  Trades  to 
young  men  at  a  nominal  cost,  and  also  with  the  hope  of  improving  the  standard  of  workmanship  among  mechanics  by  affording 
a  means  of  a  more  thorough  fundamental  education,  in  mechanics,  than  is  possible  under  prevailing  methods. 

Study  of  existing  institutions  of  similar  purpose  showed  well  developed  methods  of  instruction,  but  with  inadequate  hous- 
ing. The  building  problem  had  therefore  to  be  solved  in  practically  an  independent  manner  by  the  Architects.  The  site 
occupies  the  half  of  a  city  block  and  is  about  450  feet  long  by  305  feet  wide,  bisected  by  a  20-foot  public  alley,  which  it  is 
expected  will  be  soon  vacated  by  the  city. 

The  amount  of  money  immediately  available  for  building  purposes  was  limited  to  about  $150,000.00.  As  it  was  the 
desire  of  the  founder  to  begin  building  operations  immediately  with  a  view  to  the  early  inauguration  of  school  work,  it  was 
deemed  advisable  to  begin  at  once  the  erection  of  a  single  building,  arranged  for  immediate  requirements,  but  planned  to 
ultimately  become  one  of  a  group  of  connected  buildings  covering  the  greater  portion  of  the  building  site.  It  was  determined 
to  provide  at  once  facilities  for  the  instruction  of  classes  in  bricklaying,  plastering,  carpentry,  plumbing  and  painting,  with 
one  other  shop  room  to  be  used  temporarily  as  an  Assembly  Hall. 

These  six  shops  are  contained  in  two  wings  of  three  stories  connected  by  corridor  with  an  Intermediate  Building,  contain- 
ing the  class  rooms  and  a  temporary  Administration  Office.  Each  shop  is  35"  x  70'  with  light  exposure  on  three  sides  and  sep- 
arated from  the  main  corridor  only  by  the  toilet  and  locker  rooms.  Across  the  corridor  and  directly  back  of  each  shop  is  a  supply 
room  for  the  storage  of  various  materials  for  use  in  shop  work.  These  are  directly  accessible  from  the  Alley  by  means  or  the 
freight  elevator.  Part  of  the  supply  room  assigned  to  the  Carpenter  Shop  is  occupied  by  a  dry  kiln  for  lumber.  Except  for 
doors  and  windows,  no  combustible  material  is  used  in  the  building,  which  is  made  as  fireproof  as  possible.  All  partitions  and 
walls  are  of  brick.  The  floors  are  reinforced  concrete  with  karbolith  top  finish  and  sanitary  base.  The  main  corridors  are  fin- 
ished in  light  gray  brick  and  the  shops  in  ordinary  brick,  the  only  plastering  being  in  the  class  rooms  and  offices.  The  sub- 
basement  contains  a  heating,  lighting  and  power  plant  sufficient  for  the  present  building,  including  power  for  electric  motors  to  run 
the  machinery  necessary  in  the  shops.  The  exterior  is  of  rough  brick  with  terra  cotta  trimmings,  except  the  frieze,  which  is  of 
plaster. 

It  is  expected  that  this  School  will  be  greatly  extended  in  the  near  future  by  the  addition  of  an  Administration  Building, 
Library  and  Assembly  Hall,  and  much  more  shop  room,  but  the  planning  of  these  buildings  is  not  sufficiently  advanced  for  illus- 
tration. 


DAVID    RANKEN,    JR.,    SCHOOL    OF    MECHANICAL    TRADES 

ST.    LOUIS,    MO. 

Plate   12 


MESSRS.  EAMES  &  YOUNG 
ARCHITECTS 


MODERN;SCHOOL  HOUSES 


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DAVID    RANKEN,    JR.,    SCHOOL    OF    MECHANICAL    TRADES 
ST.   LOUIS,   MO. 


MESSRS.   EAMES   &  YOUNG 
ARCHITECTS 


Plate   13 


MODERN   SCHOOL   HOUSES 


Plate   14 


MODERN  SCHOOL  HOUSES 


p 


in 


W  w 

Cu  H 

or 


1  d 

I  * 

n  05 

o  <" 

S  co 

n  W 

^ 


. 


Plate   15 


MODERN   SCHOOL   HOUSES 


ELBRIDGE  GERRY  SCHOOL 
MARBLEHEAD,    MASS. 


MESSRS.  KILHAM  &  HOPKINS 
ARCHITECTS 


Plate  16 


MODERN   SCHOOL   HOUSES 


W 


u 

(/i 

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w 

Q 

b 

o 

fkj 


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o 
ffi 
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tn 


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Plate   17 


MODERN  SCHOOL  HOUSES 


^T 


MANUAL  TRAINING   AND    INDUSTRIAL   SCHOOL 
NEW   LONDON,   CONN. 

Plate    18 


MR.  DUDLEY   ST.   C.   DONNELLY 
ARCHITECT 


MODERN  SCHOOL  HOUSES 


FIRST   AND   SECOND    FLOOR    PLANS 


The  location,  while  an  awkward  one, 
seemed  to  lend  itself  to  this  particular  ar- 
rangement, enabling  the  shop  and  the 
heavy  machinery  to  be  placed  therein,  to 
have  good  solid  foundation  and  to  min- 
imize the  vibration  and  noise  in  the  other 
portions  of  the  building,  the  shop  being  lo- 
cated, as  can  be  seen,  in  a  wing,  thus  afford- 
ing good  light,  both  from  the  sides  as  well 
as  from  the  roof,  with  ample  ventilation. 

While  it  is  unusual  for  a  city  as  small 
as  New  London  to  have  a  school  of  this 
character,  this  one  proves  a  success,  as  is 
shown  by  the  large  complement  of  pupils. 


MANUAL  TRAINING  AND   INDUSTRIAL  SCHOOL 
NEW  LONDON,  CONN. 

Plate    19 


MR.  DUDLEY   ST.  C.   DONNELLY 
ARCHITECT 


MODERN  SCHOOL  HOUSES 


LIBERTY    SCHOOL 
ENGLEWOOD,   N.   J. 


MESSRS.  DAVIS,  McGRATH   &  KIESSLING 

ARCHITECTS 


Plate  20 


MODERN  SCHOOL  HOUSES 


room          0»SCh  W  n"ildin3  T^  "ine  W  ^'n  r°°mLS  24'  °"  ?  n30'  °"'  acc°mm°d*'ing  40  scholars  each  and  one  kindergarten 
0     and  a  large  assembly  hall  on  the  second  floor,  seating  capacity  450.    The  staircases  are  located  at  the 
ota  long  central  hall  and  are  constructed  entirely  of  iron,  except  for  the  treads  which  are  2"  oak  plank 

?r  *  r00m   teachers<  room  and  school  library  are  located  on  the  first  story,  convenient  to  the  central  entrance 

walu  are  piastered  °n  w°°d  iath: 


.  - 

r  b"ckw0rk  'S  kid  "P  wilh  Iocal  red  brick'  manufactured  at  Hackensack,  N.  J.     The  trimmings  are  of  Indiana 


the  baJtf  etflcT    ' 


t.  i  '  suPPlement,ed  with  ^  fan,  located  in  the  cold  air  chambers  at 

fans  to  be  used  only  when  grav.ty  would  not  supply  sufficient  air.    At  the  foot  of  each  stack 

in  addition  to  this  a  large  steam  boiler  suppiies  heat 


rt<, 

The  total  cost  of  the  building,  including  Architects'  fees,  was  $40,000.     Cost  per  cubic  foot,  8  I  -2  cents. 


LIBERTY    SCHOOL 
KXGLKWOOD,   N.   J. 


MESSRS.   DAVIS,   McGRATH  &  JOESSLING 

ARCHITECTS 


Plate  21 


MODERN  SCHOOL  HOUSES 


w 


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1 

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w 
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< 
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fe  U 


iJ  05 

W  O 


Plate  22 


MODERN    SCHOOL   HOUSES 


w 

Di 
B! 
< 
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t/i 

O! 


W 

2 


s 


u 
in 


Plate  23 


MODERN  SCHOOL  HOUSES 


HARBOR  SCHOOL, 
NEW  LONDON,  CONN. 


MR.  JAMES  SWEENEY, 
ARCHITECT 


Plate  24 


MODERN   SCHOOL   HOUSES 


Plate  25 


MODERN    SCHOOL    HOUSES 


BLISS  SCHOOL 
ATTLEBORO,  MASS. 


Plate   _•() 


MESSRS.  COOPER  &  BAILEY 
ARCHITECTS 


MODERN    SCHOOL   HOUSES 


Plate  27 


MODERN    SCHOOL    HOUSES 


CO 

E 

w 

H 

1 
co 


pa 


£2 

PM          > 


!  g 

o       tfl 

-2       w 
o        "• 

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£, 
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60  .g 

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s  ra 

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1    § 


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cq 

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EG 
u 

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W 
Q 
O 


Plate  28 


MODERN    SCHOOL   HOUSES 


Plate  29 


MODERN   SCHOOL    HOUSES 


w  u 

J  W 
W  H 

85 

21 

O 
(ft 

< 
x 

< 
ffi 


o   o 

H 

c  _c 
o  so 

<J  ^3 

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c  'c 

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u 


— 
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P    »•    B 

w- 
<»  c   e 

I'll 


J!^  « 


-e  -±  o 


O 
O 

I 
u 

en 

«  < 
<  O 


w  < 


Plate 


MODERN    SCHOOL   HOUSES 


FIRST  FLOOR  PLAN 


EIGHTH  WARD 

GRAMMAR  SCHOOL 

ATLANTA,  GA. 


MR.  HARALSON  BLECKLEY 
ARCHITECT 


BASEMF.NT    PLAN 


Plate  31 


MODERN    SCHOOL   HOUSES 


>  H 
W  U 
J  W 

W  H 

u  s 

M  UH 

3  <-> 


O 
c/> 

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< 

B 


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0)    3 


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p 

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Plate   32 


MODERN    SCHOOL   HOUSES 


FOURTH  WARD  SCHOOL 
ATLANTA,  GA. 


BASEMENT  PLAN 

Plate  33 


MR.  HARALSON  BLECKLEY 
ARCHITECT 


MODERN    SCHOOL    HOUSES 


This  school  was  built  of  common  brick  with  limestone  trim  above  and  granite  in  basement.  The  walls  of  both  rooms 
and  corridors  are  of  painted  brick  and  the  whole  building  designed  with  every  economy.  Cost,  including  heating  and  plumb- 
ing, and  with  exception  of  boilers,  which  are  in  a  separate  building,  131-5  cents  per  cubic  foot. 


MODEL   SCHOOL   BUILDING— STATE   NORMAL   SCHOOL 
\VTLLIMANTIC,   CONN. 


MESSRS.   DAVIS  &   BROOKS 
ARCHITECTS 


Plate  34 


MODERN    SCHOOL   HOUSES 


MODEL  SCHOOL  BUILDING— STATK  NORMAL  SCHOOL 

\VILLIMANTIC,  CONN. 

Plate  35 


MKSSRS.  DAVIS  &  BROOKS 
ARCHITECTS 


MODERN    SCHOOL   HOUSES 


MODEL  SCHOOL  BUILDING— STATE  NORMAL  SCHOOL 
WILLIMANTIC,  CONN. 

Plate  36 


MESSRS.  DAVIS  &  BROOKS 
ARCHITECTS 


MODERN    SCHOOL   HOUSES 


TIVKKKMAX   PRIMARY  SCHOOL 

SOI  Til    I'.OSTOX,   MASS. 


CHARLES 


Plate   37 


K.   CUMMINGS 
ARCHITECT 


MODERN    SCHOOL   HOUSES 


SECOND  FLOOR 


FIRST   FLOOR 


TUCKRRMAN    SCHOOL 
SOUTH   BOSTON,   MASS. 


BASEMENT 


Plate   38 


CHARLES  K.   CUMMINGS 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


1'latc   39 


MODERN    SCHOOL   HOUSES 


•?1  COR  RJID  o 

i_  — I- 


JOHN  GREENLEAF  WHITTIER  SCHOOL 
DORCHESTER,   MASS. 


Plate  40 


PARKER  &  THOMAS 
ARCHITECTS 


MODERN   SCHOOL   HOUSES 


J()l  IV  GREENLEAF  WHITTIER  SCHOOL 
DORCHESTER,  MASS. 


PARKER   &   THOMAS 
ARCHITECTS 


Plate   41 


MODERN   SCHOOL   HOUSES 


w 

co  c/i 


0< 


CO 


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H 

H-l 

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ac 
u 

in 

& 
W 

a 

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KH 

< 

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x 

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£ 


L'latc   42 


MODERN   SCHOOL   HOUSES 


CHRISTOPHER  GIBSON   SCHOOL 
DORCHESTER,  MASS. 


Plate  43 


E.    M.    WHEELWRIGHT 
ARCHITECT 


MODERN    SCHOOL    HOUSES 


SB 


w 

55 

Q 
u 

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1/3 


o 
o 

ffi 
u 


OO 

(/5  t/) 

w  w 


ffi  ffi 

u  u 


Plate  44 


MODERN   SCHOOL   HOUSES 


E 
H 


H  U 
CO  W 


W 
2 

Q 

u 


D 

a 

to 
,j 

5 

OS 
W 


PQ 

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sc 

u 

to    . 
in 

I  to 

o  < 


?  P 

to  a) 

W  W 


03  ffi 

u  u 


Plate  45 


MODERN   SCHOOL    HOUSES 


MATHER  GRAMMAR  SCHOOL 
DORCHESTER,   MASS. 


BOYS    ENTRANCE,  ON  THE  MAIN  COURT 


CRAM,  GOODHUE  &  FERGUSON 
'  ARCHITECTS 


Plate  46 


MODERN   SCHOOL   HOUSES 


REAR  VIEW  (NORTH) 


MATilKK    I.RA.MMAR    SCHOOL 
DORCHESTER,   MASS. 


CRAM,   GOODHUE   &   FERGUSON 
ARCHITECTS 


Plate  47 


MODERN   SCHOOL   HOUSES 


©  © 


PIRST    F-LOOK.    PLAN 


.-&-.-JFZ  .->:--.--•*«*•  .vjjrUir.-jt-rf/: 


'•<f-*-r        /*iw.:J..f<-i..-/i-/tf- 


I .  FAN  ROOM    IMAM 


MATIIKR  GRAMMAR  SCHOOL 
DORCHESTER,   MASS. 


.BA5EMENT   PLAN 
Plate  48 


CRAM,  GOODHUE  &  FERGUSON 
ARCHITECTS 


MODERN    SCHOOL   HOUSES 
© 


<XASS   BOOM     „ 

mil 


! 


I  .< 


CLAAA    BOOM 

K2ZI  -; 
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-MATCRIALft 

|                                                                                                                                     *rtOW4       THU» 

L 


TounDtrtON  Drme. 

CUT    *TW*: 

<;OT   CRANIVK. 

BaiCK.  IN  3ecrw*$ilj%g% 

CO*CACTX:  r?^y."^| 

Pt  Awns*  tVotrmcM 


THIRD  PLOOB  PLAN 

I  it^r  ••  *-*~H  p^i 


Cl>»S    KOOM 
NSZ7 


B_N« 


^i»u  dt^^*^p£*[^S 

/%      ^^* , -i  — 4<r 

i  « 


SECOND    FLOOR  PLAN 


MATHF.K   GRAMMAR   SCHOOL 
DORCHESTER,   MASS. 


CRAM,  GOODHUE  &  FERGUSON 
ARCHITECTS 


Plate  49 


MODERN    SCHOOL   HOUSES 


Plate   50 


MODERN    SCHOOL   HOUSES 


•  •  .,'  •  *ti 


-1' 

Uv .  •*•     r-'-   rr       i/1  --'     J|' 

IHIRD  FLOOR  PLAN 


'|| 

•»--*•*"*  w*"»v* 

.•*;-»  »'«>>*  i 

>o«+V*V«V* 

;: 

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.  >  V  *•  '«'  *'*  V«  Vi  . 

jj 

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| 

j?V'  «-"' ' 

-*  •: 
^?^"-    .a.  ... 


L_ <      !i       •„ 'i"-^';JI  * 

fcg-^sa?r^uff  ''gj^j1!!^!^^^.^!;^^^. 


SECOND  FLOOR  PLAN 


<lji     ;   '        ,  .1;.  I  m 

.  :i5»j4i-i»j».iUi_Li,™  aLfrr1 


r  •  .ja 


FLOOR  PLANS,  LATIN   SCHOOL 

BOSTON"  MA«LATIN    SCHOOL   GROUP  MESSRS.    PKARODY  &  STF.ARXS,  COOLIDGE  &  CARLSON  AND 

MAGINXIS,  WALSH  &  SULLIVAN,  ASSOCIATED   ARCHITECTS 

Plate   51 


MODERN    SCHOOL   HOUSES 


SOUTHEAST  ENTRANCE  TO   NORMAL  SCHOOL  AND  COMMON  BUILDING 


NORMAL   AND   LATIN    SCHOOL   GROUP 
BOSTON,  MASS. 


MESSRS.  PEABODY  &  STEARNS,  COOLIDGE  &  CARLSON  AND 
MAGINNIS,  WALSH  &  SULLIVAN,  ASSOCIATED  ARCHITECTS 


Plate  52 


MODERN    SCHOOL   HOUSES 


NORMAL    AND    LATIN 
BOSTON,    MASS. 


DETAIL  OF  COURTYARD,   FRONT  OF  COMMON   BUILDING 

SCHOOL  CROUP  MESSRS.    PEABODY  &  STEARNS,  COOLIDGE  &  CARLSON  AND 

MAGINNIS,  WALSH  &  SULLIVAN,  ASSOCIATED  ARCHITECTS 


Plate  S3 


MODERN    SCHOOL    HOUSES 


§£ 

3% 


w 


o 


O  w 

o  < 
u 


W  nJ 

(-  p 

[/)  W 

=a  =3 

>£ 

D  io 

O  J 

03  < 

<  ^ 

W  ^ 


O 


P 

o 

tf 
u 

1-J 
o 
o 

X 
u 
t/1 


D  cfl 


55  « 


Plate  54 


MODERN   SCHOOL   HOUSES 


Plate  55 


MODERN    SCHOOL   HOUSES 


35  H 
W  U 


u 

*< 

s 

< 

d 


>- 
< 

iJ 

U 


Plate  56 


MODERN   SCHOOL   HOUSES 


u  u 

Ei 

u 


C/J 


Plate  57 


MODERN   SCHOOL   HOUSES 


PUBLIC    SCHOOL 
ST.    LOUS,    MO. 


I  I. A(   HKKS     (  (II.I.KCK 

Plate    58 


U'lLLIAM    B.    ITTXKK 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


Tlate  59 


MODERN    SCHOOL    HOUSES 


Plate   60 


MODERN    SCHOOL   HOUSES 


\\  [I.I.I  \M    CI.ARK    SCHOOL 
ST.    I.Ol'IS,    MO. 


WILLIAM    H.    ITTNER 
ARCHITECT 


Plate  61 


MODERN   SCHOOL    HOUSES 


WILLIAM    CLARK    SCHOOL 
ST.    1 .01 'IS,    MO. 


WILLIAM    B.   ITTNF.R 
ARCHITECT 


Plate  62  , 


MODERN   SCHOOL   HOUSES 


Plate  63 


MODERN    SCHOOL    HOUSES 


PATRICK    HKNRY   SCHOOL 
ST.   LOUIS,   MO. 


WILLIAM    1-5.    ITTNER 
ARCHITECT 


Plate  64 


MODERN    SCHOOL   HOUSES 


MK../T    ruooe. 


PATRICK    IIKXKY    SCHOOL 
ST.  LOUIS,   MO. 


Plate 


WILLIAM    B.   ITTNER 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


MAIN    CO.'lKlllOk 


LAFAYETTE   SCHOOL 
ST.  LOUIS,   MO. 


CONVRKTF   STAIRWAY 

Plate  66 


WILLIAM   B.   ITTNER 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


SECOND  FLOOR 


MNDEEGAETEN! 


'    \!  AVHTTK   SCHOOL 
ST.    I.OCIS,    M(.). 


FIRST    FLOOR 


WILLIAM    B.    ITTNER 
ARCHITECT 


Plate  67 


MODERN   SCHOOL   HOUSES 


EDWARD    HEMPSTEAD    SCHOOL 
ST.  LOUIS,  MO. 


Plate   68 


WILLIAM    B.    ITTNER 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


Plate  69 


MODERN   SCHOOL   HOUSES 


^ii-j-i-^-i---;-.^*--^'- .  '  •., '  ji-'i.-"— p-  '4-j. - -i , . ••^s^pnap 


FIRST   FLOOR 


NEW   JERSEY    STATE   NORMAL   SCHOOL 
MONTCLAIR    HEIGHTS,    N.    J. 


BASEMENT 


Plate   70 


GEORGE  E.  POOLE,  STATE  ARCHITECT 
FRANCIS  H.   BENT,  ASSISTANT 


MODERN    SCHOOL   HOUSES 


n 


al  ji     . 

;HI 


Jl 

Ln.     »M 


£ 

if 


2 


i 


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i 


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i 


-7    w  (- 
(     ^  ^ 

/    "t 


! 

.   •••  i 


K 

E 


rTTTJ 


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mnvn  i  n  r. 

^A   ••( 
A  : 


.  «••  -> 

FBlC 


a  u; 
z  x 

Q  < 


,  W 

•J  iJ 

o  ^ 

Ou 

i;  55 


Plate   71 


MODERN    SCHOOL   HOUSES 


(jCADEO  .'SCHODL^'^AN  JliVN,  POBTO  tijCO 
CLARKE, HOWE  fcTJoMEu, ARCHITECTS 

PIR^T  FT^TJR.  PLA>T   o-^aGv*  SCALE  VTN.-I 


GRADED   SCHOOL 

SAN  JUAN,  PORTO  RICO 


MESSRS.    CLARKE,    HOWE   &    HOMER 

ARCHITECTS 


Plate   72 


MODERN    SCHOOL   HOUSES 


DETAIL  OF  GRADED  SCHOOL 
AT  -  SAN  JUAN  -  PORTO  Rico  - 


SCALE  :  THREE  QUARTER  INCH  TO  ONE  TOOT 
CLARKE, HOWE  6- HOMER,  ARCHITECTS.  PROVIDENCE  , B.I. 


D o a n D n n 


rr-r-*»^'  -  •  ,:• .  .•  ••>.., 


GRADED   SCHOOL 

SAX   JTAX,   PORTO  RICO 


MESSRS.    CLARKE,    HOWE    &    HOMER 

ARCHITECTS 


Plate   73 


MODERN   SCHOOL   HOUSES 


r 


EAST   END    SCHOOL 
CLEVELAND,   OHIO 


MESSRS.    HUBBELL   &   BENES 
ARCHITECTS 


Plate  74 


MODERN    SCHOOL   HOUSES 


Plate  75 


MODERN    SCHOOL    HOUSES 


f     CLASS -MOM 

14'OX  S0-0\ 


SCHOOL   AT   WESTMOUNT 
PROVINCE   OF   QUEBEC,    CANADA 


MESSRS.  ROSS  &  MACFARLANE 
ARCHITECTS 


Plate  76 


MODERN    SCHOOL    HOUSES 


Plate  77 


MODERN  SCHOOL  HOUSES 


at 

J  W 
X  H 

as 

3  <-> 


o 

en 


X 
PS 


O 

o 

K 
U 
in 

3 


Plate   78 


MODERN    SCHOOL   HOUSES 


o 
(n 

< 
at 


w 

Q 

'W 

u 

X 


H 
X 


o 

o   « 
s 

u 

tSi 

Q  < 
cei  O 


Plate   79 


MODERN    SCHOOL   HOUSES 


J \® ^«_?<5^  5J.BJ 

i         V  "^i';i* 


1  MT.  HPTM   WARD   3CM001-  POP, 

TMCGTY  OTATLAMTA 

f/-     -'     ^,     Wf.E^VC.Ulfcp^v 


FIFTH    WARD   SCHOOL 
ATLANTA,    GA. 


MR.    HARALSON    BLECKLEY 
ARCHITECT 


Plate  80 


MODERN    SCHOOL   HOUSES 


Plate  81 


MODERN    SCHOOL    HOUSES 


e i-— -t^L- , * R- 


SECOND   WARD   SCHOOL 
ATLANTA,  GA. 


MR.   HARALSON    BLECKLEY 
ARCHITECT 


Plate  82 


MODERN    SCHOOL    HOUSES 


ftj  1/5 

W  H 

L_  U 

J  W 

<  H 


=3 


c/i 
K 
in 
tin 


o 


Plate  83 


MODERN    SCHOOL   HOUSES 


GRADED    SCHOOL 
MANNING,    S.    C. 


MESSRS.    EDWARDS   &   WALTER 
ARCHITECTS 


Plate  84 


MODERN   SCHOOL   HOUSES 


.'nil  ; «    fWFmrrttiJWWPrM  i , ,  fTTtW '  i ,  i ,  i",Ti  nl  1 1 1 1 , 1 1 1 1 1 ffn  1 1  i^TTi  i 


Plate  85 


MODERN    SCHOOL    HOUSES 


I  Man-   86 


MODERN   SCHOOL    HOUSES 


Ct'RTIS    HIGH-SCHOOL,   RICHMOND 


PUBLIC   SCHOOL    BUILDINGS 
NEW  YORK,   N.  Y. 


ENTRANCE:  CURTIS   HIGH-SCHOOL,  RICHMOND 


C.    B.   J.    SXYDER 
ARCHITECT 


Plate  87 


MODERN    SCHOOL   HOUSES 


FIRST   FLOOR 


SECOND  FLOOR 


PUBLIC   SCHOOL   BUILDINGS 
NEW  YORK,   N.   Y. 


FOURTH  FLOOR 
FLOOR   PLANS  ^CURTIS    HIGH-SCHOOL,   RICHMOND 


C.   B.   J.    SNYDER 
ARCHITECT 


Plate  88 


MODERN   SCHOOL    HOUSES 


• 

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/ 


m 
u 


x, 

£ 


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in 

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Plate  89 


MODERN   SCHOOL   HOUSES 


PUBLIC  SCHOOL   BUILDINGS 
NEW  YORK,   N.  Y. 


ASSEMBLY   KOOM 
THE   MORRIS    HIGH   SCHOOL,    l6STH    STREET   AND   EAST    BOSTON   ROAD 


Plate  90 


C.   B.   J.    SNYDER 
ARCHITECT 


MODERN    SCHOOL   HOUSES 


TOWER  AND  MAIN  ENTRANCE:  WADLEIGH  HIGH  SCHOOL 
n4TH   STREET   NEAR   SEVENTH   AVENUE 


I'lT.UC   SCHOOL   BUILDINGS 
NEW    YORK,    N.    Y. 


C.   B.  J.   SNYDER 
ARCHITECT 


Plate  91 


MODERN    SCHOOL   HOUSES 


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Plate  Q2 


MODERN    SCHOOL   HOUSES 


Plate   93 


MODERN   SCHOOL   HOUSES 


PUBLIC  SCHOOL  NO.   147,  BROOKLYN  :   WEST  ENTRANCE 


PUBLIC   SCHOOL   BUILDINGS 
NEW   YORK,    N.   Y. 


PUBLIC   SCHOOL   NO.    37,   BRONX  :    SOUTH    GATE 

Plate  94 


C.   B.   J.    SNYDER 
ARCHITECT 


MODERN   SCHOOL    HOUSES 


•BASE>-\E/HT  •  F"L_OOR  PL^ 
•PUBLIC    SCHOOL*  37- 

PUBLIC    SCHOOL    I'.CILDINGS 
XK\V   YORK.   X.   Y. 


vr.  FLOOR 

SCHOOL* 3 


ITIll.IC   .Sl'HOOL  37,   BRONX 


MR.   C.    B.   J.    SNYDER 
ARCHITECT 


Plate  95 


MODERN   SCHOOL   HOUSES 


PUBLIC    SCHOOL    NO.    153,   BRONX 


PUBLIC   SCHOOL   BUILDINGS 
NEW  YORK,   N.   Y. 


ENTRANCE:  PUBLIC  SCHOOL  NO.  153,  BRONX 


Plate   96 


C.   B.   J.    SXYDER 
ARCHITECT 


MODERN    SCHOOL    HOUSES 


rrw.ic  SCHOOL  NO.  .u.  RICHMOND 


iTiu.ic  SCHOOL  in  n.mxcs 

NEW    YORK.    X.    Y. 


MAIN-  KNTRANCK:  ITHI.IC  SCHOOL  NO.  34,  RICHMOND 


Plate  97 


C.   B.   J.    SXYDER 
ARCHITECT 


MODERN   SCHOOL   HOUSES 


c  I.M  M.J.V  l.\L    HIGH  *Jl.iK.>:,   i  K;,C,X:.Y;; 


PUBLIC    SCHOOL    BUILDINGS       EAST  GATE:  (OMMKKIIAL  HIGH  SCHOOL,  BROOK IVN 
NEW    YORK,    N.    Y. 

Plate  98 


C.    B.   J.    SNTYDKR 
ARCHITECT 


MODERN    SCHOOL   HOUSES 


CXTAu.3  cr  Pk/«ce  AT  rtton-r  or  COURT 


I'lT.I.IC   SCHOOL    Bl'ILDIXCS 
XF.\V    YORK,    N.    Y. 


MASONRY   HKTAII.S:   COM  MKRC1 AI.    HIC.H   SCHOOL,   BROOKLYN 


Plate  99 


C.   B.   J.    SNYDER 
ARCHITECT 


MODERN    SCHOOL   HOUSES 


PUBLIC    SCHOOL    NO.    137,    BROOKLYN 


PUBLIC   SCHOOL   BUILDINGS 
NEW  YORK,   N.  Y. 


I'rm.ic  SCHOOL  NO.   147,  BROOKLYN 


C.   B.   J.    SNYDER 
ARCHITECT 


Plate  100 


MODERN   SCHOOL   HOUSES 


I'lT.I.IC    SCHOOL    HL'ILDINGS 
\1-\V    YORK.    X.    V. 


rrm.ic  SCHOOL  NO.  3,  urnsoN  AND  C.ROVE  STREETS 


C.    I!.   J.    SNYDKR 
ARCHITECT 


Plate  loi 


MODERN   SCHOOL   HOUSES 


W  U 
Q  W 


is 


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Plate  102 


MODERN   SCHOOL   HOUSES 


IIKTAII.  :    MAIN    K.VIKAXlK    ITIH.H     SCHOOL    NO.    31     (OLD    167).    I-|4TH    STKKKT    AM)    MOTT    AVENUE 


1'lT.l.U     SCHOOL    IU'11. DINGS 
\F.\V    YORK,   N.   Y. 


C.    B.   J.    SN'YDKK 
ARCHITECT 


Plate   103 


MODERN   SCHOOL   HOUSES 


PUBLIC  SCHOOL  38 


DEWITT  CLINTON    HIGH    SCHOOL.   TKXTH    AVKNUE.   FIFTY-EIGHTH   AND 

I'l   IH.IC    SCHOOL   BUILDINGS 
\l-\\    YORK,  N.  Y. 

Plate   104 


FIFTY-NINTH   STKKKTS,   NKW   YORK 

C.    B.   J.    SNYDER 
ARCHITECT 


MODERN    SCHOOL    HOUSES 


PKXX'S    VALLEY    SCHOOL 


TREVOSE,   PA. 


CHELTENHAM    HKill    SCHOOL 


<  HKI.TKXIIAM    1 1  Kill    SCHOO] 
ELK1XS    I'ARK.    PA. 


REAR    VIKW 

I 'late    105 


MESSRS.    BROCKIE   &   HASTINGS 
ARCHITECTS 


MODERN    SCHOOL    HOUSES 


u  u; 


I'l.-ite    106 


MODERN    SCHOOL    HOUSES 


c/i  in 
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I'late    107 


MODERN    SCHOOL    HOUSES 


\J  /  2 

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IMatc    108 


MODERN   SCHOOL    HOUSES 


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MODERN    SCHOOL    HOUSES 


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Plate   1 10 


MODERN    SCHOOL    HOUSES 


''-''"'C-'t,,^}^*..! 


PI.NX'S    VALLEY    SCHOOL 
TRKVOSE,   PA. 


MESSRS.    BROCKIE   &    HASTINGS 
ARCHITECTS 


Plate   ut 


MODERN    SCHOOL   HOUSES 


Q  H 


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Plate   112 


MODERN    SCHOOL    HOUSES 


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Plate   113 


MODERN   SCHOOL   HOUSES 


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1'Iatc   114 


MODERN    SCHOOL    HOUSES 


Plate  115 


MODERN   SCHOOL   HOUSES 


Plate  116 


MODERN    SCHOOL    HOUSES 


Plate   n; 


MODERN   SCHOOL   HOUSES 


•WOODSIDC  -  SCHOOL  •  &LPS  • 


SECOND  FLOOR  PLAN 


f 

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CLA.&2J         R.OOM 

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• 

NEWARK-      -OHiO- 


FIR.ST  FLOOR.  PLAN 


•WOODSIDE  •  SCHOOL  •  Kn.oa 


NEWARK-      -OHIO- 


BASEMENT    FLOOR  PLAN 


WOODSIDE  SCHOOL 
NEWARK,  OHIO 


WILBUR  T.   MILLS 
ARCHITECT 


Plate   118 


MODERN    SCHOOL    HOUSES 


Plate   119 


MODERN    SCHOOL   HOUSES 


Plate    120 


MODERN    SCHOOL    HOUSES 


FOUR   MASSACHUSETTS    SCHOOL  HOUSES 

KILHAM  &  HOPKINS,  ARCHITECTS 

The  four  school  buildings  illustrated  in  the  following  pages,  the  Haverhill 
High  School,  the  Vose  School  in  Milton  and  the  Williams  and  Shurtleff  Schools 
in  Chelsea,  were  all  completed  during  the  years  1909  and  1910  and  possess  cer- 
tain constructional  features  in  common.  The  exterior  of  the  Haverhill  High 
School  is  of  gray  pressed  brick  and  white  terra  cotta.  All  the  others  have  ex- 
teriors of  red  water  struck  brick  laid  Flemish  bond  and  white  or  gray  terra  cotta 
trimmings  with  brick  heat  and  vent  ducts  and  practically  all  brick  interior  walls. 
The  boiler  houses  and  considerable  portions  of  the  first  floors  are  of  reinforced 
concrete  slabs  on  steel  beams.  All  have  floors  and  roof  frame  of  steel  girders 
and  trusses  and  Georgia  pine  joists  and  all  are  wire  lathed  throughout.  The 
staircases  are  all  fireproof,  made  of  iron  and  slate  and  enclosed  in  brick  walls. 
The  roofs  are  of  asphalt  composition,  with  copper  flashing  carried  up  parapet 
walls  and  under  copings.  The  ventilation  is  by  fans  driven  by  steam  engines, 
forcing  the  fresh  air  through  concrete  tunnels  under  the  basement  floor  to  the 
brick  up-takes  with  automatic  temperature  control. 

Interior  finish  is  in  oak.  Individual  ventilating  closets  and  urinals  with  slate 
partitions  are  used  in  every  case. 

In  these  schools  the  intention  was  to  secure  not  extreme  cheapness  but  the 
most  durable  and  attractive  results.  While  not  strictly  "fireproof"  in  every  sense 
of  the  word,  the  buildings  are  nearly  so  in  fact  and  are  fully  as  secure  from 
fire  danger. 

The  cost  per  cubic  foot  given  includes  in  all  cases  general  contract,  plumbing, 
heating  and  ventilating  and  power  plants,  lighting  fixtures  and  grading,  seeding 
and  curbing  the  grounds,  granolithic  outside  walks  and  steps. 

The  "smoke  doors"  shown  enclosing  the  stairways  and  the  double  entrances 
to  each  schoolroom  are  requirements  of  the  local  inspectors  of  the  Massachusetts 
District  Police  and  were  obligatory  where  they  were  used.  It  should  be  noted, 
however,  that  the  use  of  smoke  doors  is  optional  with  the  district  inspector  and 
while  required  by  some  is  forbidden  by  others.  The  Milton  School,  for  example, 
does  not  have  them. 

The  buildings  are  lighted  throughout  with  tungsten  lamps,  arranged  for  dif- 
fused illumination  of  the  rooms. 

All  the  buildings  have  direct  basement  entrances,  thus  reducing  the  amount 
of  mud  tracked  into  the  buildings  by  pupils. 


Plate    121 


MODERN    SCHOOL   HOUSES 


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-e  of  a  future  group  of 
The  other  buildings  a 
.  floor  and  is  arrangec 
main  building.  The 
very  dignified  and  sc 

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«  to  c  £  o  o  ii 

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ty  pupils  each,  makin 
asement  rooms. 

oximately  16  j  cents  p 
building  already  bui 
1  is  charged  to  the  1  ,61 

he  central  structui 
he  entire  group. 
hall  is  on  the  first 
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aghout  the  build 
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building  and  ye 
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ty  classrooms,  w 
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Phite    I2J 


MODERN    SCHOOL    HOUSES 


WILLIAMS    SCHOOL 
CHELSEA,   MASS. 


KIL1IAM    &    HOPKIXS 
ARCHITECTS 


I'late    123 


MODERN   SCHOOL   HOUSES 


-COQ.Q.1DOCL" 


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PLAN* 


WILLIAMS    SCHOOL 
aiKLSKA,    MASS. 


KILHAM    &    HOPKINS 
ARCHITECTS 


Plate   124 


MODERN   SCHOOL   HOUSES 


Plate   125 


MODERN    SCHOOL    HOUSES 


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This  structure  is  one  of  two  wings  that  have  b 
connected  by  means  of  the  low,  fireproof  boiler 
a  wide  corridor  so  that  there  will  be  easy  access 
es  an  example  of  the  H  type  of  building  which  ; 
large  rooms  than  the  other  well-known  types, 
or  blends  harmoniously  with  the  white  terra  cot 
ners  as  compared  with  the  rather  open  and  deli 
llioned  windows  are  arranged  so  as  to  furnish  tr 

There  are  29  classrooms,  besides  manual  train 
ommodate  a  total  of  one  thousand  four  hundre 
•lap  dadoes  with  tinted  plaster  above.  The  bla< 
>rs  are  of  rift  Georgia  pine,  while  the  rest  of  the  i 
r  stairways  from  the  basement  to  the  top  floor,  1 
essible  from  an  open  balcony,  which  allows  of  esce 
t  off  from  the  rest  of  the  building,  and  hence  pr 

The  indirect  system  of  steam-heating  by  means 
h  an  automatic  device  for  temperature  control 

The  cubical  contents  of  the  building  is  1,041,1 
1,203.  The  cost  per  cubic  foot  is  about  16  cents  a 
udes  built-in  filing  cases  for  the  master,  a  larg 
ce  and  shelving  desired  by  the^authorities  and  a 
place,  etc. 

H  >  »  G  e  3 

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Z.B  £•£ 

Plate   126 


MODERN    SCHOOL    HOUSES 

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MODERN    SCHOOL    HOUSES 


Plate   128 


MODERN   SCHOOL   HOUSES 


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MODERN    SCHOOL   HOUSES 


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1'late   130 


MODERN    SCHOOL   HOUSES 


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Plate    131 


MODERN    SCHOOL    HOUSES 


OTCN  JOWCLHOUJfr  15  CNLWSEO  TO 16 
QODM  /  A5JEM61JV  UAU.  Will  OCCUPY 
POOTBN    tCTWEEN 


SCHOOL  AT   MILTON,    MASS. 


KILHAM    &    HOPKINS,   ARCHITECTS 


Plate 


MODERN    SCHOOL    HOUSES 


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Plate    133 


MODERN    SCHOOL    HOUSES 


SALKM    HIGH    SCHOOL 
SALEM,  MASS. 


TrtlBD   T1CDE.  PLANT 

KILHAM   &   HOPKINS 
ARCHITECTS 


Plate   134 


MODERN    SCHOOL    HOUSES 


7.  H 

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''late   135 


MODERN    SCHOOL    HOUSES 


VVHITF.  PLAINS  HIGH  SCHOOL 
WHITE  PLAINS,  N.  Y. 


HENRY  C.  PELTON 
ARCHITECT 


Plate   136 


MODERN    SCHOOL    HOUSES 


00000000000 
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WHITK  I'l.AIXS  II1CH  SCHOOL 
WMITK  I'LAINS.  \.  V. 


HENRY  C.  PELTON 
ARCHITECT 


Plate    137 


MODERN    SCHOOL    HOUSES 


.  ° 


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WHITE  PLAINS  HIGH  SCHOOL 
WHITE   PLAINS,   N.   Y. 


HENRY  C.  PELTON 
ARCHITECT 


Plate   138 


MODERN    SCHOOL    HOUSES 


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Plate   139 


MODERN    SCHOOL   HOUSES 


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POINT  PLEASANT  SCHOOL 
POINT  PLEASANT,  N.  J. 


HENRY  C.  PELTON 
ARCHITECT 


Plate   140 


MODERN  SCHOOL  HOUSES 


Plate  141 


MODERN    SCHOOL    HOUSES 


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HORACK    MANX    (,K. \MM\R    SCHOOL 
AMESBURY,    MASS. 


COOPER    &    BAILEY 
ARCHITECTS 


Plate  142 


MODERN  SCHOOL  HOUSES 


VEST     HI.  EVA- 


WEST    ELEVATION 


KOKIIES   STREET   ELEVATION 

MUST    I'KI/.K    DKSK.XS 

IMT'ISIU  l«,ll    1IICI1    SCHOOL   COMPETITION 


RUTAN   &   RUSSKl.l. 
ARCHITECTS 


Plate   143 


MODERN    SCHOOL    HOUSES 


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PITTSBURGH   HIGH    SCHOOL   CO.MPin'ITION 


RUTAN   &   RUSSKI.I. 
ARCHITECTS 


Plate   144 


MODERN    SCHOOL    HOUSES 


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Plate   145 


MODERN    SCHOOL   HOUSES 


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FIRST    PRIZE   DESIGNS 

PITTSBURGH    HIGH    SCHOOL   COMPETITION 


SI  i  OMI  FI.(H)K    I'l.AN 


Plate   146 


RUTAN  &  RUSSELL 
ARCHITECTS 


MODERN    SCHOOL   HOUSES 


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PLATE   147 


MODERN    SCHOOL    HOUSES 


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PI.ATK    I4S 


MODERN    SCHOOL    HOUSES 


SYSTEM 


Vacuum  Cleaning 


Vacuum  Cleaning  (properly  done)  is  now  considered  an 
absolute  necessity  in  all  public  as  well  as  private  buildings. 
In  order,  however,  to  secure  the  desired  resuits  something  more 
than  first  cost  must  be  taken  into  consideration  when  placing 
order. 


The  RDTPEC*  system  has  all  the  good  points  of  other  machines 
besides  many  additional  ones.  It  is  not  always  the  cheapest  in  first  cost  but 
it  is  worth  at  all  times  100  cents  on  the  dollar  in  both  material  and  work- 
manship. In  fact  it  stands  for  the  best  in  Vacuum  Cleaning  and  is  the 
cheapest  and  most  satisfactory  in  the  long  run.  Write  for  literature. 

You  want  sanitation,  so  do  we,  that  is  why  we  have  eliminated  the  unsanitary 
dust  receptacles  or  separating-  tanks  used  with  other  systems  and  discharge  the  dirt 
direct  to  sewer. 

We  shall  be  pleased  to  assist  any  architect  (without  charge)  in  deciding  layout 
of  piping,  size  of  plant  necessary,  drawing  his  specifications,  etc.,  upon  request  and 
receipt  of  blue  prints. 


Consider  these 

Points  of 
Superiority 


1.  No  Sliding  Blades  in  Pump. 

2.  No  Rubbing  Parts  in  Pump. 

3.  Eighty  Per  Cent.  Efficiency. 

4.  Less  Wearing  Parts. 


5.  Discharges  the  Dirt  Direct  to  the  Sewer. 

6.  No  Separating  Tanks. 

7.  No  Unsanitary  Emptying  of  Tanks. 

8.  Pump  Runs  Cool  at  all  Times. 


Full  information  cheerfully  given. 

VACUUM     ENGINEERING     CO. 

114-118  Liberty  St.,  New  York  City.      Branch  offices  in  all  principal  cities. 


MODERN    SCHOOL   HOUSES 


A  majority  of  the  Public  Schools  erected  in  Greater  New  York 
have  been  built  with  "  Brooklyn  Bridge "  Brand  Genuine 
Rosendale  Cement. 

As  these  are  among  the  most  important  buildings  of  the  kind  in 
this  countiy  it  should  speak  eloquently  of  the  merits  of  this  brand 
of  Cement,  both  as  to  results  obtained  and  cost. 

We  manufacture  the  FINEST  GROUND  Cement  produced, 
and  upon  request  will  be  glad  to  send  a  catalogue  and  furnish 
any  further  information  on  the  subject  that  may  be  desired. 

Consolidated  Rosendale  Cement  Co. 


50  Church  Street, 


New  York 


School  Bells 
Annunciators 
Telephones  and 

Fire    Alarm    Systems 


School   Yard  Gong 


We     make     a     specialty     of     signaling    and    telephone 
systems   for   schools. 

Nearly   700  Holtzer-Cabot  Fire  Alarm  Bells  are 

installed   in  Boston    school    buildings.     Our  Yard    Gongs 
and  Telephones  are  also  speci- 
fied in  Boston  and  other  cities. 

We  will  be  pleased  to  supply 
bulletins,  prices  and  specifica- 
tions for  this  apparatus  to 
Architects,  Boards  of  Educa- 
tion or  others  interested. 


Send  tor  Bulletin  215AB 


Electro-Mechanical 
Fire  Alarm   Bell 


The  Holtzer-Cabot   Electric  Co. 

Brookline,  Mass. 


Western  Branch 
Chicago,  111. 


BOOKS 


/~1HHE  Book  Department  of  the 
•*•  American  Architect  is  such  that 
we  can  supply  any  books  in  print  on 
architecture  and  allied  subjects  at  the 
lowest  possible  price. 

We  have  recently  issued  what  we 
believe  to  be  a  more  complete  catalog 
of  Architectural  Books  than  has  here- 
tofore been  published.  It  is  carefully 
classified  according  to  subjects,  and 
will  prove  of  valuable  aid  in  making 
your  selections. 

Write  for  our  "classified  list"  of  Archi- 
tectural Books,  or  communicate  with  us 
on  subjects  you  are  particularly  inter- 
ested in.  We  will  advise  you  of  the 
best  and  most  recent  books  to  be  ob- 
tained. 

Combination  Prices  on  special  orders. 

The  AMERICAN  ARCHITECT 

2. SI -2 41  West  39th  Street,  \ew  York 


MODERN   SCHOOL   HOUSES 


Robert  W.  Hunt  &  Co. 

ENGINEERS 

TEST  MATERIALS 

INSPECT  FABRICATION 
SUPERVISE  ERECTION 


Structures  of  Every  Description 


Examples: 


BUILDINGS 

Metropolitan  Life  Ins.  Co.  Blclgs. 

Apthorpe  Apartments  Bldg. 

B.  Altman 

Gorham  Mfg.  Co. 

Tiffany  &  Co. 

Singer  Mfg.  Co. 

Sixty  Wall  Street 


VAULTS 


Sub  Treasury,  Wall  Street 
34th  Street  National  Bank 
Van  Norden  Trust  Co. 
Windsor  Trust  Co. 
Liberty  National  Bank 
Harvey  Fisk  &  Son 
peligman  &  Co..  Bankers 


Representative  Buildings   in    all    the 
Large  Cities  of  the  United  States 


LABORATORIES 

Physical,  Chemical,  Cement 


New  York 
Philadelphia 
Washington 
Montreal 


Pittsburgh 
New  Orleans 
Buenos  Ay  res 
London 


Chicago 
St.  Louis 
San  Francisco 
Mexico  City 


This 


Book 


will  show  you  how  a  thoroughly  Fireproof 
Schoolhouse  can  be  built  out  of 

Terra. Cotta  Hollow  Tile 

at  a  cost  to  compare  favorably  with  similar 
structures  which  are  not  fireproof. 

Copies  tent  free  upon  request 

National   Fire  Proofing  Company 

ORGANIZED   1889 

PITTSBURG  Fulton  Building 

Offices  in  all  principal  cities 


YELLOW  PINE 

FLOORS,  TRIM  and  DOORS 

The  standard  wood  for 
school  house  specification, 
because  it  can  be  relied  upon 
to  the  fullest  extent,  and  the 
price  is  satisfactory. 
Sanitary,  non-absorbent, 
hard  and  durable — easily 
kept  clean  and  in  perfect  condi- 
tion, readily  receives,  and  satis- 
factorily holds  all  finishing 
materials. 

Yellow  Pine  Edge  Grain  Flooring 
is  manutactured  in  standard  grades, 
widths  and  lengths. 

Yellow  Pine  Mfrs.  Assn.  Standards. 
Grades— A,  B,  C,  D,  and  No.  1  Common. 
Widths— 3 i"  and  2\". 
Lengths — 5  to  20  feet. 

Some  woods  are  seriously  affected  by  the 
regular  and  frequent  wetting  necessary 
in  all  modern  school  buildings,  where  floors 
have  to  be  thoroughly  cleansed,  and  bulging 
and  buckling  often  the  result,  but  Southern 
Yellow  Pine  Edge  Grain  Flooring  will  not 
sliver,  buckle  or  curl  under  such  treatment,  and 
is  a  thoroughly  dependable  and  available  ma- 
terial at  any  price. 

SPECIFY  3}"  and  1\"  Edge 
Grain    for    an    Ideal    Floor 

Manufactured  in  long  lengths,  it  COSTS  LESS  to  lay, 

and  less  to  buy,  and  avoids  unsightly  joints. 

A  &  B  Yellow  Pine   Finish  insures  clear  bright  stock 

and  decorative  grain  for  interior  design. 

Yellow  Pine  Doors — solid  or  veneer — two  or  five  panel. 

As  practical  and  desirable  as  any  hard  wood  door  of 

similar  pattern  or  make. 

For  quality,  service,  economy  and  staying  qualities, 

Southern  Yellow  Pine  is  unequalled  for  school  house 

specification. 

For  any  information  regarding  Southern  Yellow  Pine, 

address 

YELLOW  PINE 
MANUFACTURERS'  ASSOCIATION 

Suite  707,  Wright  Bldg.,  ST.  LOUIS,  MO. 


MODERN  SCHOOL  HOUSES 


D 


The  Burchartz  American  Long  Span  System 

COMBINATION  CONCRETE  AND  HOLLOW  TILE  FLOORS 
REINFORCED  IN  TWO  DIRECTIONS 


After   severe  te«t»,  the    BURCHARTZ    SYSTEM  was    used    exclusively  in  the   Lafayette   Street  School,  the 

East  Side  Commercial  and  Manual  Training  High  School,  Avon  Avenue  School,  Central  Commercial 

and  Manual  Training  High  School,  7th  Avenue  School,  Newark,  N.  J.,  and  other  Buildings. 

lindtirsed  by  municipalities,  ein/incers.  architects  and  builders  us  the  ideal  floor  construction 
for  schools,  hospitals,  sanitariums,  factories,  priz'ate  residences,  and  ti'/iovirr  a  liijht,  strong, 
fireproof  floor  is  ret/uirccl  ii'if/i  slabs  of  long  span  and  large  area. 

THE  LAST  WORD  IN  LONG-SPAN  FLOOR  CONSTRUCTION 

A  Saving  of  10'  ;    to  20<y   Over  All  Other  System* 


These  floors  are  absolutely  fireproof,  almost  soundproof,  and  can 
be  laid  in  single  spans,  without  supporting  girders  or  columns,  up 
to  40x40  feet  (the  size  of  a  single  slab),  and  each  entire  floor  of  the 
building  laid  in  a  single  piece  without  jointing  over  girders  or  par- 
titions. Under  the  severest  competitive  tests  they  have  proven  far 
stronger  than  any  form  of  short  flat-arch 
construction,  with  a  saving  of  as  high 
as  30  per  cent  in  the  cost  of  structural 
steel  alone. 

The    BURCHARTZ    SYSTEM 
provides  light,  strong,  hollow  blocks, 
either  of  terra  cotta  or  concrete,  of  an; 
required  size  or  depth,  closed  on 
tides. 

Flanges  at  the  foot  of  the  blocks  in- 
sure accurate  spacing,  allowing  uniform 
channels  in  both  directions  between  the 
blocks  for  the  reinforcing  rods,  which 
may  be  of  any  standard  form.  A  mini- 
mum quantity  of  concrete  is  required  for 
properly  embedding  the  rods  and  bind- 


any 

all 


ing  the  floor  into  a  compact  whole,  reducing  cost  and  dead 
load  to  a  minimum.  1  hese  flanges,  meeting  below  the  rods, 
form  a  continuous  flat  ceiling  of  terra  cotta  or  concrete,  a  great 
advantage  over  any  form  of  arch  construction,  as  the  plaster  can 
be  laid  directly  upon  the  surface  without  the  use  of  lath. 

The  photograph  above  shows  the 
"mitre  block"  form  of  terra  cotta 
construction  in  detail.  By  cutting  a 
block  of  proper  section  at  an  angle  of 
45  degrees  instead  of  square,  and  by 
assembling  four  of  these  wedge-shaped 
pieces,  we  secure  a  strong  block 
closed  on  all  four  sides. 

Economy  and  simplicity  of  construc- 
tion (these  floors  can  be  laid  success- 
fully by  any  competent  mason  builder) 
adapts  the  BURCHARTZ  SYSTEM 
specially  to  private  residences,  garages, 
stables,  etc..  as  well  as  to  more  preten- 
tious buildings. 


Send  for  handsome  FREE  BOOK,  containing  diagrams,  plans,  illustrations  of  various  forms  of 
blocks,  specifications,  cost  tables,  etc.,  etc. 

BUILDING    IMPROVEMENT    COMPANY 

Metropolitan  Building  1   Madison  Ave.,  New  York 


IV 


MODERN    SCHOOL    HOUSES 


College   of    the  City  of  New  York,  Geo.  3.  Poll,  Architect.      All  White  Member!  of  ThU    Building    are  Atlantic  Terra  Cotta. 

Among  other  buildings  for  which  the  Architectural  Terra  Cotta  was  supplied  by  the  Atlantic  Terra  Cotta 
Company  are  Public  Schools  No.  44,  New  York  City,  and  No.  77,  Borough  of  Queens.  C.  B.  J. 
Snyder,  Architect;  State  Educational  Building,  Albany,  Palmer  &  Hornbostel,  Architects, 

The  ATLANTIC  TERRA  COTTA  COMPANY  has  always  realized  the  artistic  potentialities 
of  Architectural  Terra  Cotta,  as  well  as  the  fact  that  mechanical  ace  iracy  is  necessary  in  a 
structural  material  and  that  it  must  be  made  commercially. 

Our  Chemical  Staff  has  thoroughly  studied  the  col  >r  question  from  the  artistic  as  well  as  the 

practical  viewpoint,  with  the  result  that  the  Atlantic  faience  colors,  and  the  tone  and  texture 

of  the  plainer  whites  and  grays,  are  unequalled  in  appearance,  and   in  being  impervio  is  to 

moisture  and  unaffected  by  climatic  conditions. 

The  Atlantic  Terra  Cotta  body  is  burned  at  a  temperature  approximating  2250  °  F.  and  will 

stand  any  necessary  compression  test. 

Our    Modeling    Departments    are    not    merely    mechanical;     working    with    the    Chemical 

Laboratories   ideas  can   be  carried   out  and  developed  without  other  artistic  aid,  a  saving 

indefinitely  great. 

No  stock  is  carried;  every  piece  is  made  especially  for  the  building  in  which  it  is  to  be  used. 
All  work  is  laid  out  and  fitted  in  sections  before  leaving  our  shops.  If  joints  are  not  true  they 
are  made  so ;  when  pieces  do  not  take  up  well  they  are  replaced.  Builders  are  supplied  with 
complete  setting  drawings 

Indirectly,  we  have  found  it  cheaper  to  use  the  most  skilled  labor,  the  best  materials,  and  rigid 
inspection  before  material  is  shipped.     We  do  not  pretend  that  the  money  spent  in  this  way 
has  been  a  poor  investment. 
The  direct  results  are  :      We  equal  all  fair  competition  in  price  and  surpass  it  in  quality. 

Atlantic  Terra  Cotta  Company 

1170  Broadway,  New  York 


Largest   Manufacturers  of  Architectural  Terra  Cotta   in   the  World. 


253 


MODERN  SCHOOL  HOUSES 


TypeB 
Single  Tier 


LOCKERS 


FOR 


Schools,  Colleges  and  Academies 
and  for  all    Purposes 

ALL  SIZES,  TYPES  AND  STYLES 
WE  CAN  SUIT  EVERYONE 

Having  equipped  a  great  many 
of  the  large  buildings  in  dif- 
ferent parts  of  the  country,  we 
ask  you  to  write  us  for 

CATALOGUE  and  PRICES 

The  Hart  &  Cooley  Co. 


FACTORIES: 


NEW  YORK    New  Britain,  Conn.    CHICAGO 


H- 


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vt 


MODERN   SCHOOL   HOUSES 


ARTMENT  OF  THE  SCHENECTADY  PUBLIC  SCHOOLS 
AS  OR6A-  S55.  UNDER  AN  ACT  OF  THE  LEGISLATURE  PASSED 

IN  1854..  .Y  INDEBTED  IH  ITS  ORIGIN  TO  THE 

INFLUENCE  AND  EFFORTS  OF  PRESIDENT  ELIPHALET  NOTT  OF  UNIOK 

"FOR  MANY  YEARS  THE  TRUSTEES  OF  THE  COLLEGE  PARTICIPATED  IN 
THE  MANAGEMENT  OF  THE  SCHOOL.  AND  CONTRIBUTED  LIBERALLY 
TO  ITS^.SUPPORT. 

UNDER'  THE  NAME  OF  THE  UNION  CLASSICAL  INSTITUTE  IT 
CONSTITUTED  THE  PREPARATORY  DEPARTMENT  OF  THE  COLLEGE. 

THIS  TABLET  IS  ERECTtD  IN  C-RATEFUL  RECOGNITION  OF  THE  DEf 
WHICH  THE  CITY  OF  SCHENECTADY  OWES  TO  UNION  COLLEGE 
EDUCATION  OF  ITS  CITIZENS. 


Bronze  Tablets 


Schools  (372\ 

Collees 


The  GORHAM  COMPANY 

FIFTH  AVENUE.  NEW  YORK 

Works  at  Providence.  R.  I. 


MODERN    SCHOOL   HOUSES 


GRILLES  for  SCHOOL  HOUSES 

CAST    IRON      ::     WROUGHT    STEEL     ::      WIRE 


WE     HAVE    OVER    400    SPECIAL    DESIGNS 


WE      MANUFACTURE: 

Registers  and  Ventilators 

of     Cast     Bronze,    Cast    Iron, 
Wrought  Steel  or  Semi -Steel. 

Grilles  and  Screens 

of    Cast     Bronze,     Cast    Iron, 
Wrought  Steel  or  Woven  Wire. 

Tablets  and  Bronzes 

of  every  description. 
Send  for  Catalogues 


CAST    IRON    GKII.l.K 


SKKKKKKKKKK 


Design  No.  381 


CAST    IRON   GRILLE 


WIRE    GRILLE 


Design  No.  306 


WIRE  GRILLE 


rrrrrrrrrc 


i    i    i    i    »    i    i    i    i    i    i^ 

rrrrrrrrrrps 


rrrrrrrrr 


rrrrrrrrrrr- 


rrrrrrrrrr 


irrrrrrrrrrrs 


Style  002 


Style  006 


TUTTLE  &  BAILEY   MANUFACTURING  CO. 

NEW    YORK  CHICAGO  BOSTON 

Factories:    BROOKLYN,    NEW    YORK    and    BRIDGEBURG,     ONTARIO 


Y1U 


MODERN   SCHOOL   HOUSES 


Noiseless  School  Desks  &  Blackboards 

We  manufacture  everything  that  enters  into 
the  construction  of  our  School  Desks  in  our 
own  factories  from  the  very  highest  grade  of 
raw  materials. 

Our  desks  are  artistically  designed,  per- 
manently noiseless,  and  unequaled  for 
durability  of  construction,  and  finish. 
We  are  the  leading  manufacturers  of  Black- 
boards. They  are  noiseless,  seamless,  per- 
manent and  durable. 

The  Desks  in  the  following  modern   build- 
ings,  illustrated    in    this  Book,     were     in- 
stalled by  us  and  are  giving  absolute  satis- 
faction. 

Woodbridge  School,  Newbury,  M  »ss. 

Daniels  Scho.l,  Maiden,  Mass. 
Maiden  High  School,    Maiden,  Mass 

Public  School,  Milton,  Mass. 
Tuckerman  Primary  School,  South  Boston.  Mass. 

Ames  School,  South  Easton,  Mass. 
Manual  Training  School,  New  London,  Conn. 

High  School,  White  Plains,  N.  Y. 
All  Schools,  St.  Louis,  Mo. 

Olmsted 

Artificial 

Slate 


saves  one-third 
the  cost  of 
Natural  Slate, 

and  embodies  all  advantages  of  the  Quarried 
board.  It  is  noiseless,  seamless  and  per- 
manent. 

Acme-Plate  Blackboard  is  especially  recom- 
mended for  use  in  smaller  school  houses. 

Special  booklet  on  Black- 
boards sent  upon  request. 


We  carry  a  complete  line  of 
School  supplies  and  apparatus 
and  can  ship  promptly  upon 
receipt  of  order. 

Catalogs  of  all  our  lines  on 
request. 


Hmerican  Seating  Company 


215  Wabash  Avenue 
NEW  YORK  BOSTON 


CHICAGO 
PHILADELPHIA    PITTSBURG 


MODERN  SCHOOL  HOUSES 


A  wooden  type  Inter-phone  mounted 
on  the  wall  of  a  classroom  in  a  public 
school. 


The  above  illustration  shows  a 
No.  2016  metal  desk  Inter-phone 
used  by  the  principal  of  a  public 
school. 


Infer-phones 


"TUOHONE  OURNIARESI  HOU5T 


Furnish  the  Modern  Method   of   Communication   for   School   Buildings 

They  are  reliable,  efficient  telephones  designed  especially  for  use  in  private  interior 
telephone  systems.  They  afford  the  most  economical  and  satisfactory  means  of  communica- 
tion between  all  parts  of  the  school,  enabling  the  principal  to  keep  in  touch  with  every  class- 
room and  with  every  department  of  his  school  without  leaving  his  office.  Their  use  means  a 

higher  degree  of  efficiency  in  the  entire  organization  of  the  school. 

No  operator  or  switchboard  is  required — just 
press  the  proper  button  and  talk  to  any  station. 
Dry  batteries  furnish  the  current  for  both  signal- 
ing and  talking.  They  are  no  more  trouble  to 
maintain  than  an  ordinary  electric  door  bell. 

These  Inter-phones  can  be  arranged  to  meet 
economically  and  efficiently  the  requirements 
of  any  system  having  any  number  of  stations 
between  two  and  thirty-one.  Inter-phones  can 
be  installed  complete,  including  labor  and  all 
material,  at  a  cost,  ranging  from  $6  to  $30  per 
station  up,  depending  on  the  type  of  equipment 
selected.  The  fact  that  they  are  made  by  the 
manufacturers  of  the  celebrated  "Bell"  tele- 
phones is  assurance  of  their  reliability. 

Western  Electric  Inter-phones  are  made  in 
various  types  for  every  condition  of  private 
telephone  service  in  schools  and  colleges. 


No.  1327      Type    Wooden 

Inter-phone  for  mounting  on 

a  wall. 


No.   2016   Type  Metal  Inter-phone  for 
Desk  or  Table  Use. 


Write  our  nearest  house  for  further  information  and  prices. 

The  Western  Electric  Company  Furnishes  Equipment  for  Every  Electrical  Need 

Mtsftr/j  fflecfric 


New  York         Pittsburg 
Philadelphia      Atlanta 
Boston  Chicago 


Montreal 


Toronto 


Indianapolis 

Cincinnati 

Minneapolis 

Winnipeg 


COMPANY 


St.    Louis  Dallas  Los    Angeles 

Kansas    City      Omaha  Seattle 

Denver  San    Francisco     Salt  Lake  City 


Manufacturer  of  the  5,000,000  "Bell"  Telephoned 
Vancouver  Antwerp  London          Berlin  Paris        Johanneeberg  Sydney          Tokyo 


MODERN   SCHOOL   HOUSES 


STROMBERG  GYRLSON 


WEST  HIGH  SCHOOL,  ROCHESTER.  N.  Y. 


J.  FOSTER  WARNER,  Architect 


One  of  Many  Modern  Schools  We  Have  Equipped 

Any  school  which  is  not  equipped  with  a  Private  Exchange  reaching  every  part  of 
the  institution  is  far  from  working  at  its  maximum  efficiency.  Besides,  such  a 
system  saves  the  time  of  the  principal  and  every  teacher  to  such  a  marked  degree  as  to 
render  the  cost  an  insignificant  item.  We  will  submit  an  estimate  and  complete  specifi- 
cation for  the  most  modern  telephone  system  for  schools,  large  or  small. 


No.  685  Type 


Modern   Desk  Set 


Private  Exchange  Telephone  Service. 

The  system  consists  of  a  switchboard  in- 
stalled on  the  premises,  connected  by  in- 
terior or  local  lines  to  the  telephone  instruments 
in  the  various  classrooms  of  the  school  to  be 
served.  Trunk  lines  to  the  City  Exchange  may 
be  connected  if  required.  The  Private  Ex- 
change is  the  most  highly  efficient  method  of  em- 
ploying telephone  service.  It  is  a  great  time- 
saver;  it  facilitates  to  a  wonderful  extent  the 
supervising  and  conducting  of  school  affairs. 
There  is  no  time  spent  in  holding  the  line  or 
calling  the  person  wanted  to  the  telephone. 
The  operator  at  the  switchboard  attends  to  this 
detail.  All  inward  and  outward  calls  go  first  to 
her,  she  making  the  proper  connection  and  thus 
saving  much  valuable  time  to  the  principal  and 
teachers.  The  flexibility  of  such  a  system  is 
very  great. 


No.  685  Type 


Modern  Desk  Set 


Nothing  but  Stromberg-Carlson  Quality  Apparatus,  which  is  built  to  endure  the 
strenuous  necessities  of  every-day  life  and  the  heaviest  brunt  of  emergency,  will  do 
for  a  modern  schoolhouse.  The  predominating,  most  efficient  and  rapid  telephone 
service  in  the  principal  cities,  palatial  residences  and  many  schools  in  America  is  Strom- 
berg-Carlson. 

"Lost  Time"  is  a  handsomely  printed  book  on  the  subject  of  Private 
Exchange   Telephone  Service   which   will  be  mailed  upon  request. 

Our  Advice  and  Counsel  Gladly  Given. 


xi 


MODERN    SCHOOL   HOUSES 


FIFTY  FIVE  TEARS  OF  QUALITY 


Vc- 


^&& 


\17OLFF  Automatic  Seat  Operating  School  Closets  are  made  of 
heavy  vitreous  china,  which  cannot  craze  and  is  non-absorbent. 
These  closets  are  designed  especially  for  use  in  schools,  academies, 
orphan  asylums,  etc.,  although  they  are  equally  adapted  for  juvenile 
use  in  other  public  institutions  or  wherever  high-grade  modern 
plumbing  fixtures  are  to  be  installed,  that  are  subjected  to  hard 
usage,  where  strength  and  durability  must  be  considered.  The  seats 
are  made  of  extra  heavy  Oak  with  galvanized  cast-iron  re-inforcing 
rings  which  insure  them  against  breaking. 

Send  for  (140  page)  .V/;<><>/  ('dialogue 


ESTABLISHED  1x55 


WOLFF    MANUFACTURING    COMPANY 

MAXUFACTrKlCRS  OK 

PLUMBING    GOODS    EXCLUSIVELY 


DENVER 


The  only  complete  line  made  by  any  "tie  firm 

General  Offices:  601  to  627  West  Lake  Street,  Chicago 

Salesrooms,   91  Dearborn  Street,  Chicago 

BRANCH    OFFICES 


TRENTON 


KANSAS  cm  MO. 


SAX  FRAXCISCO,  CAL.,  Monadnock  Buililinu 
OMAHA.   NKH..  1 116-1 1 18  Doutilas  Street 
WASHINGTON.  D.C.,  327   Bon, I    Buil,linK 


MODERN    SCHOOL    HOUSES 


Clark  University,  Worcester,  Mass.  -Frost,  Briggs  &  Chamberlain,  Architects,  Boston,  Mass. 
This  building  is  equipped  with  "Vacuum"  Ventilators 

THE  "VACUUM" 

The  School  House  Ventilator 

Specified    and    installed    on    schools    in   Boston,     New   York, 
Cleveland  and  elsewhere.     Fresh  air  is  the  first  essential  to  the 

welfare  of  children,  yet  many  beautiful  school - 
houses  are  full  of  foul  air  at  times  because 
of  down  drafts  in  ventilating  systems. 

School  House  Ventilation  Is  Our  Specialty, 
and  we  guarantee  that  no  down  drafts  can 
drive  foul  air  from  toilet  rooms  into  class- 
rooms when  building  is  equipped  with  our 

"Vacuum"  Ventilator 

Our  booklet  which  tells  the  whole  story  of 
the  "VACUUM'  contains  some  valuable 
ventilation  information. 

Sent  on  receipt  of  postal  request. 

The  Vacuum  Ventilator  Company 

82  Purchase  Street,  Boston,  Mass. 

Branches : 
NEW  YORK       PHILADELPHIA       BUFFALO       CLEVELAND       CINCINNATI       DENVER 


MODERN   SCHOOL   HOUSES 


Klaisdell 

Vacuum  Cleaning  System 

(Patented) 

FOR 

SCHOOL  BUILDINGS 

Modern  sanitation  demands  that  the  school- 
room be  kept  absolutely  free  from  dirt  and 
chalk  dust.  The  most  efficient  means  of  ac- 
complishing this  end  is  by  the  use  of  a  B/aisdell 
Vacuum  Cleaning  System. 

\V e  manufacture  and  install  all  types  and  sizes 
of  vacuum  cleaning  and  scrubbing  plants. 

We  are  the  largest  manufacturers  of  this 
line  of  machinery  in  the  country. 

\Ve  have  recently  made  the  following  school- 
house  installations : 

WESTERN  FEMALE  HIGH  SCHOOL,  Baltimore,  M«L 

MULBERRY  AND  PAYSON  STREET  SCHOOL, 
REISTERSTOWN  ROAD  SCHOOL, 

THREE  PUBLIC  SCHOOLS,        -  B.YmmgKam,  Ala. 

LYNN  CLASSICAL  HIGH  SCHOOL.         -         Lynn,  Mas8. 

The  Blaisdell  Machinery  Co. 

BRADFORD,  PA. 

BOSTON,  NEW  YORK,  CHICAGO,  SEATTLE, 

10  P.  O.  Square  90  West  Street.  B.  M.  Osbun  Co.  Alaska  Building. 


MODERN   SCHOOL   HOUSES 


Gurney  Boilers  are  Especially  Adapted  for  the 
Heating  of  School  Houses  and  Public  Buildings 


Steam  and 
Hot  Water 


The  Gurney  "Bright  Idea"  Safety  Water  Tube  Boilers  embody 
a  maximum  of  prime  fire-surface  consisting  of  especially  de- 
signed cast  iron  water  tubes  containing  diaphragms.  These 
are  screwed  into  each  half  section  and  exposed  at  90°  angles 
to  the  direct  heat  of  the  fire.  This  is  the  most  efficient  type 
of  fire-surface  ever  designed ;  the  fire  impinges  on  every  part 
of  the  surface. 


Either 
Header   or 
Push 
Nipple 
Type 


Sectional  Safety  Water  Tube  Boilers 


The  horizontal  arrangement 
of  the  heating  surfaces  in 
this  construction  insures  a 
free  and  positive  circulation 
of  the  water,  making  steam 
quickly. 

The  water  is  presented  to  the 
fire  in  a  series  of  small 
streams  through  which  the 
steam  or  water  moves  rapid- 
ly in  one  direction,  unob- 
structed by  co.unter  currents. 
The  deep  and  well  propor- 
tioned fire-box  insures  the 
maintenance  of  steam  for 
long  periods,  and  with  mini- 
mum attention. 

They  positively  maintain 
steady  water  lines,   and 
an  important  feature  in 
this   construction  is  our 
guarantee  against  break- 
age of  any  of  the  sections  from 
either  expansion  or  contraction 
when  in  operation. 

They  have  been  successfully 
used  in  a  great  many  schools 
and  public  buildings  through- 
out the  country. 

They  are  the  most  durable 
efficient  and  economical  boilers 
for  the  larger  requirements. 

We    shall  be  glad  to  have  your  inquiries  and  will 
send  you  complete  descriptive  catalogues. 


Gurney  Heater  Mfg.  Co, 

188-200  Franklin  St.,  Boston,  Mass 

NEW  YORK  BRANCH:     12  E.  42d  St. 


WORKS:     EAST  BOSTON,  MASS. 


xv 


MODERN    SCHOOL    HOUSES 


Over  Fifty  of  Boston's  Schools  Are  Equipped 
With  "COUCH"  Telephone  Systems 


The  following  schools  described  in  this  issue  of  the 
American  Architect  are  also  equipped  with  "COUCH" 
Telephone  Systems. 


Charlestown  High  School,  Boston,  Mass. 
Colt  Memorial  High  School,  Bristol,  R.  I. 
Daniels  School,  Maiden,  Mass. 
Edward  Everett  School,  Boston,  Mass. 


Maiden  High   School,   Maiden,   Mass. 
Salem  High  School.  Salem,  Mass. 
Shurtleff  School,  Chelsea,  Mass. 
Williams  School,  Chelsea,  Mass. 


A  partial  list  of  other  schools  equipped  with  "COUCH" 
Telephone  Systems  is  given  below. 


Beverly  High  School,  Beverly,  Mass. 

Celina  High  School,  Celina,  Ohio. 

City  Point  Grammar  School,  Boston,  Mass. 

Coddington  School,  Quincy,  Mass. 

Eliot  School,  Boston,  Mass. 

Eliot-Hancock  School,  Boston,  Mass. 

Emerson  School,  Boston,  Mass. 

Farragut  School,  Boston,  Mass. 

Francis  Parkman  School,  Boston,  Mass. 

George  Putnam  School,  Boston,  Mass. 

Harvard  Law  School,  Cambridge,  Mass. 

Harvard  Medical  School,  Boston,  Mass. 

Harvard  Physical  Laboratory,  Cambridge,  Mass. 


High  School,  Lexington,  Mass. 

High  School,  Waltham,  Mass. 

High  School.  Reading,  Mass. 

High  School,  Newton,  Mass. 

Lincoln  School,  Medford,  Mass. 

Mechanics  Arts  High  School,  Boston,  Mass. 

Mason  School,  Newton,  Mass. 

Newtonville    Technical    High    School,    Newton, 

Mass. 

Ogden  Public  School,  Toronto,  Ont. 
Runkle  School,  Brookline,  Mass. 
Western  State  Normal  School,  Kalamazoo,  Mich. 


And  here  is  a  testimonial  of  which 
we  are  proud: 


ESTABLISHED  1894 


Adrlbrrt  t  *  ;if  tin  jl 

•MKIMVM  »..»•-  ••SCNOCLMVl 


Dot.   28,   1909. 


8.    K.   Couoh  Cospany, 

Boston,  Kate. 
Oentleien:* 

The  telephone  senrlce  Installed  by  you  In  our  High 
School  Building  le  satisfactory  In  evory  respect.     We 
baie  a  fifty  drop  board  with  torty-elght  telephones  In 
actual  serrlco  and  the  system  after  two  years  use  has 
vrored  Ideal.     I  cannot  think  of  a  (ingle  lmpro»einont 
In  It  te  be  desired. 

Y«ur«  truly, 


TRADE  MARK 


Sixteen  years'  experience  at  your  command. 
Our  catalogue  of  Seventeen  Private  Telephone 
Systems  is  full  of  telephone  data  of  value  to 
architects.  Send  for  one. 

S.  H.  COUCH  CO.,  Inc., 

Pearl  and  Purchase  Sts.,  Boston,  Mass. 


MODERN  SCHOOL  HOUSES 


HMOND" 

CONCEALED 
TRANSOM   LIFT 


One  Hand  Upon  the  Knob 
Controls  the  Transom 

To  open  or  close  transom  to  any  required  angle,  simply 
turn  the  knob  on  the  door  trim,  and  when  the  required  angle  is 
reached,  let  go,  and  the  transom  stops,  and  cannot  be  moved 
until  the  knob  is  again  turned.  No  locks,  catches  or  hinges  are 
required  to  hold  the  transom,  the  device  itself  serving  every 
function  required. 

No  Marring  of  the  Door  Trim 

All  parts  of  the  "RICHMOND"  Concealed  Transom  Lift,  ex- 
cept only  the  operating  knob,  are  concealed  within  the  door 
trim — the  device  being  installed  upon  the  back  of  the  door  jamb 
before  the  trim  is  applied. 

The  "RICHMOND"  Concealed  Transom  Lift  will  operate 
such  sized  transoms  as  are  used  above  doorways  in  hotels,  office 
buildings,  apartments,  schools,  etc.  A  Giant  Pattern  Device 
is  made  for  transoms  over  entrance  doors  or  casement  windows. 

^       ^"Simply  turn  the  Knob" 

Send  for  descriptive  booklet 

THEM^CRUM-HOWELL  Co. 

General  Offices  Park  Ave.  &  4 1st  St.,   New  York  City 

Blanche*  and  Agencies  in  All  Citiet 

Manufacturers  of  "RlCHMOMEr  Heating  Systems.  "RICHMOND-  Bath  Tubs,  Lavatories  and  Sanitary  Plumbing 
Devices.  "RICHMOND-  Concealed  Transom  Lilts.  "RICHMOND'  Suds  Makers.  "RICHMOND"  Suction  Cleaners. 
"RICHMOND-  Vacuum  Cleaning  Systems. 

F!TB  Plants:  One  at  Norwich,  Conn.;  Two  at  Uniontown,  Pa.;  One  at  Racine,  Wi«.;  One  at  Chicago,  III. 

If  it's   "RICHMOND-  it's  right 


MODERN   SCHOOL   HOUSES 


High  School  Building.  Mailison,  Wisconsin.     (Cass  Gilbert,  Architect.) 
Equipped  witli  "RICHMOND"  Two-Sweeper  Vacuum  Cleaning  Outfit. 


public  Schools 


is. 

The  KcCrum-Howell  Co., 

Park  Ave.   and  41st  St.,   New  York   City. 
Gentlemen: - 

Your  letter  of  March  15th  has   Just  come  to  hand.   Reply- 
Ing  I  will  say  that  we  have  used  the  American  Air  Cleaning 
Company's  vacuum  system  for  about   two  yearn   In  our  new  high- 
•chool  building.     We  have  what   la  called  a  Pour-sweeper  plant, 
bat  find   it  necessary  to  use  only  two  sweepers  at   the  same 
tine   Inasmuch  as  two  men  are  able  to  get  OVT  the  whole  build- 
ing each  day.     Our  high     school  building  is  equivalent  to  some- 
thing more   than  a   fifty  room  elementary  grade  building.      To 
thoroughly  clean   this  building  by  the  old  method  with  brushes 
would  require   about  five  men  daily.      With   the  sweeper   two 
men  do  the  work  and  do  It  much  more  effectively. 

The  work  of  our  plant  is  satisfactory  in  all  respects. 
Our  work  la  done  much  more   thoroughly  than   it  possibly  could 
be  done  with  the  old  method  of  sweeping.     Our  experience 
leads  ua  to  feel  that  this   Is  the  only  way   to  clean  a  building. 
It  has  many  advantages  both  from  a  sanitary  standpoint 
end  from  the  standpoint  of  economy. 

Trusting  that   T   hove   given   you  a  fair  statement  of  thn 
work  of  this  sweeper,   I   remain 

Very  sincerely  yours, 


The   manufacture  and   sale  of  all  systems   ol   Stationary   Vacuum 

•.ing  formerly  madi  ,    the   American  Air  Cleaning  Co.  of 

The   Vacuum    Cleaning  Co.  of    New    York,  anil  The 

Sanitary  Di-viccs  Mti;.  Co.   nf  Chicago,  111.,  are  now  conducted   by  The 

NM'rtim  llo*ell   Cn  .  "i    New   York  and    Chicago,  under  the  name  of 

"RICHMOND        ,  m.m  Cleaning  S\>- 


Vacuum  Cleaning 
in  Schools 


Architects  who  have  specialized  on  modern 
school  building  are  more  or  less  familiar  with 
the  unpleasant  experiences  connected  with  the 
selection  of  proper  ventilating  systems  designed 
for  properly  changing  the  air  in  school  rooms. 

Those  who  are  informed  know  how  easy  it 
is  to  make  claims  of  ventilation  efficiency  and 
how  very  difficult  it  has  been  to  find  a  ventilat- 
ing system  that  really  ventilates. 

School  architects  who  have  had  experience 
with  vacuum  cleaning  systems  are  already  well 
aware  of  the  fact  that  many  manufacturers 
of  vacuum  cleaning  apparatus  claim  efficiency 
for  their  products  and  that  most  of  them  claim 
to  have  evolved  systems  designed  especially 
for  cleaning  school  rooms. 

As  a  matter  of  fact  but  one  manufacturer  of 
vacuum  cleaning  systems  has  ever  taken  the 
pains  to  develop  a  vacuum  cleaning  system  by 
means  of  which  school  rooms  can  be  cleaned 
quickly,  thoroughly  and  in  a  strictly  sanitary 
manner. 

The  Company  referred  to — The  American 
Air  Cleaning  Co.,  Milwaukee,  Wisconsin — spent 
many  months  in  interviewing  school  authorities, 
including  principals  of  schools,  superintendents 
of  schools,  janitors,  school  engineers  and  others 
who  were  familiar  with  the  requirements  and 
the  obstacles  in  the  way  of  thorough  school 
cleaning. 

The  Company  put  expert  mechanical  engineers 
on  the  work  and  tested  out  every  conceivable 
scheme  that  seemed  to  promise  good  results. 
It  spent  "money  like  water  in  its  conscientious 
effort  to  develop  a  perfect  system. 

As  a  final  result,  a  system  was  developed 
which  has  been  pronounced  by  those  who  have 
seen  it  in  operation  as  the  most  perfect  school 
cleaning  system  that  has  ever  -been  offered 
to  school  authorities. 

By  means  of  special  tools  and  appliances, 
sweeping  is  done  so  quickly  as  to  require  the 
surprisingly  short  average  of  between  six  and 
ten  minutes  per  school  room. 

All  the  dust  in  each  room  is  thoroughly  sup- 
pressed and  instantly  removed  to  an  air-tight 
receptacle  in  the  basement. 

The  foul  air  that  accompanies  the  dust  and 
dirt,  after  it  parts  with  its  load  of  filth,  is  dis- 

(Continued  next  pagv). 


xviii 


MODERN    SCHOOL    HOUSES 


charged  into  the  smoke-stack  or  chimney  flue, 
or  to  other  free  opening  to  the  outside  air. 

Absolutely  no  dust  whatever  is  raised  in  the 
sweeping  process — no  particle  escapes  the  tool 
as  it  passes  over  the  surfaces  being  cleaned. 

No  after-dusting  is  required,  and  very  little 
scrubbing  is  necessary. 

From  60  to  70  cubic  feet  of  the  stale  air  found 
in  the  rooms  is  removed  each  minute.  The 
atmosphere  in  a  vacuum  cleaned  school  build- 
ing is  made  sweet,  clean  and  wholesome. 

With  the  dust  all  expelled  and  destroyed 
every  day,  there  is  none  to  soil  the  hands,  cloth- 
ing and  books — -and  none  to  inhale. 

Calisthenics  may  be  carried  on  vigorously 
and  as  long  as  desired  without  raising  the  least 
dust,  which  all  teachers  of  physical  culture 
will  appreciate. 

This  Company  has  purchased  and  taken  over 
among  others  the  entire  business  of  the  American 
Air  Cleaning  Co.  above  referred  to,  the  Vacuum 
Cleaner  Co.  of  New  York  and  the  Sanitary 
Devices  Manufacturing  Co.  of  Chicago  and  New 
York,  and  it  now  owns  and  controls  85  patents 
covering  the  manufacture  of  stationary  vacuum 
cleaning  systems. 

By  combining  all  the  vital  features  of  each 
of  the  most  capable  inventors  in  this  new  field 
of  sanitary  science,  this  Company  is  now  able 
to  produce  perfect  stationary  vacuum  cleaning 
systems. 

The  business  hereafter  will  be  done  through 
the  plumbing,  heating  and  electrical  trades, 
and  all  its  products  will  be  known  under  the 
trade  name  of  "RICHMOND" 

All  vacuum  cleaning  systems  are  sent  out 
under  the  Company's  guarantee. 

Our  engineering  department  is  at  all  times 
at  the  disposal  of  architects  who  desire  informa- 
tion relating  to  the  general  subject  of  vacuum 
cleaning,  or  to  our  special  systems  in  particular. 
Architects  are  urged  to  communicate  with  us 
at  all  times  on  any  points  relating  to  sanitary 
vacuum  cleaning. 


Ill 


St.  John's  Military  Academy,  Delafield,  Wis. 
Equipped  with  a  "RICHMOND"  Vacuum  Cleaning  Plant. 

TIIK  ST.JOHNS  MILITAKVACIADEJIY 


3/Z4/1J) 


Mn.w.vrivKK. 


THE  M^CRUM-HOWELL  Co. 

GENERAL   OFFICES: 

Park  Ave.  and  41st  St.,  New  York   City 

Branches  and  Agencies  in  All  Cities 

MANUFACTURERS  OF 

"RICHMOND-    Heating    Systems—  SEBM2HD:    Bath    Tubs.    Lava- 
tories   and    Sanitary    Plumbing    Devices — "RICHMOND" 
Concealed      Transom    Lifts — "RICHMOND"     Suds 
Makers — "RICHMOND'     Suction   Cleaners — 
"RICHMOND"  Vacuum  Cleaning  Systems 

f  One  at  Norwich,  Conn. — Two  at 

FIVE  PLANTS:  '  Uniontown,  Pa.  One  at  Racine,    f 
(Wisconsin  One  at  Chicago,  111.  s~-" 


The  McCrura-Howell  Co., 

Park  Ave.,  A  41st  St.,  -New  York  City. 
Gentlemen:- 

Replying  to  your  inquiry  of  the  16th 
inst.,  will  say,  that  about  four  years  ago  we  in- 
stalled the  American  Air  Cleaning  Company's  vacuum 
system  in  our  Military  Academy  and  it  has  given  the 
best  of  satisfaction  at  all  times.   We  have  what 
is  known  as  the  steam-ejector  system,  the  cost  of 
operation  being  v~ry  nominal  and  maintenance  expense 
practically  nothing. 

Not  only  is  this  apparatus  an  economic 
factor  in  preserving  the  furnishings  of  the  dormi- 
tories, etc.,  but  since  its  installation,  there  has 
been  a  marked  decrease  of  names  on  the  sick  roll,  due 
to  the  fart  as  we  believe,  that  the  dust- is  so  thor- 
oughly eliminated  from  our  buildings  b  y  the  Vacuum 
System. 

In  the  light  of  our  experience  as  stated, 
it  is  a  pleasure  to  recommend  the  system  of  the 
American  Air  Cleaning  Company,  to  any  possible 
purchaser 

YourB  very  truly. 


MODERN   SCHOOL    HOUSES 


ALBERENE  STONE 

For  Twenty    Years    has    been    a    STANDARD    for    LABORATORY   TABLE    TOPS 

LABORATORY  SHELVES.  LABORATORY  SINKS,  LABORATORY  FLOORS 


In  use  at 
Cornell,  Harvard 

Yale 

Leland  Stanford 

Wooster   University 

(Ohio) 

College  of  the  City 
of  New  York 

Polhemus 
Medical  Clinic 

and 
in  many  schools 

Samples  and  reports 
of  tests  furnished. 


Where  a  positive 
non-absorbent  acid 
repelling  natural 
stone  is  a  requisite, 
it  meets  the  require- 
ments of  the  Archi- 
tect and  the  Chemi- 
cal profession. 


A  TYPICAL  LABORATORY  ERECTED  BY  THE  ALBERENE  STONE  COMPANY 


ALBERENE  STONE  COMPANY 


NEW  YORK,  N.  Y. 

223   East   23d  Street 


CHICAGO,  ILL. 

222   N.    Clinton   Street 


BOSTON,  MA£S. 

162   Dover   Street 


Method  of  installing 
•  lute  blackboard*  when 
resting  on  chalk  trough. 


How  to  specify,  judge  and  install 

Natural  Slate  Blackboards 

is  set  forth  concisely,  conveniently  and  authenti- 
cally in  a  booklet  we  shall  gladly  send  you  on 
request. 

Made  from  non-porous,  hence  non- 
absorbing  natural  slate,  our  black- 
boards outlast  the  building ;  repre- 
senting the  maximum  of  efficiency 
at  the  minimum  of  cost,  because  of 
their  strength,  cleanliness,  dura- 
bility, smooth  writing  surface, 
uniform  lasting  dark  color  and  low 
cost;  because  they  do  not  warp, 
do  not  split,  do  not  crack,  do  not 
buckle,  do  not  peel  off,  do  not 
wear  out. 


Space  saving  Self- Ventilating  Double- 
Range  Urinal 

Urinals,  Shower  Stalls 
Partitions,  etc. 

owing  to  their  non-porosity  and  our 
special  designs,  offer  the  maximum  of 
sanitation  and  ventilation  at  the  least 
per-year-cost .  Many  self- ventilating 
and  plain  designs,  suggestions  for  speci- 
fications, etc.,  are  found  in  our  pigeon 
hole  guide  \o.  1 2 ;  mailed  free  on  request . 


You  will  find  our  booklets  with  diagrams,   suggestions  for  specifications, 
illustrations,   etc.,    very  handy   in   your   office.     Mailed   free    on    request. 


Penn'a   Structural   Slate   Co. 

Amar  Bldg.,  Easton,  Pa. 


Diagram 
showing 
method  of  our 
Self-Ventila- 
ting  Urinal*. 


1761 


1  5  1992i 
i  5  1992